Displaying items by tag: grade 5

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

Wk

Lsn

Strand/Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Reflection

1

1

SWIMM ING

Side stroke

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

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

The learner is guided individually or in groups to:

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

 

 

2

 

Side stroke

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

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

The learner is guided individually or in groups to:

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

 

 

3

 

Side stroke

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

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

The learner is guided individually or in groups to:

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

 

 

4

 

Side stroke

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

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

The learner is guided individually or in groups to:

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

 

 

5

Frisbee

Two handed rim catch

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

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

The learner is guided individually or in groups to:

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

 

2

1

 

Two handed rim catch

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

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

The learner is guided individually or in groups to:

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

 

 

2

 

Cutting

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

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

The learner is guided individually or in groups to:

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

 

 

3

 

Cutting

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

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

The learner is guided individually or in groups to:

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

 

 

4

 

Marking

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

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

The learner is guided individually or in groups to:

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

 

 

5

 

Marking

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

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

The learner is guided individually or in groups to:

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

 

3

1

 

Pivoting

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

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

The learner is guided individually or in groups to:

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

 

 

2

 

Pivoting

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

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

The learner is guided individually or in groups to:

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

 

 

3

 

Spirit of the game

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

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

The learner is guided individually or in groups to:

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

 

 

4

 

Spirit of the game

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

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

The learner is guided individually or in groups to:

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

 

 

5

GYMNA STICS

hand balance into splits and hand

walk

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

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

The learner is guided individually or in groups to:

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

 

4

1

 

hand balance into splits and hand

walk

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

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

The learner is guided individually or in groups to:

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

 

 

2

 

hand balance into splits and hand

walk

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

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

The learner is guided individually or in groups to:

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

 

 

3

 

Shoulder Roll

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

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

The learner is guided individually or in groups to:

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

 

 

4

 

Shoulder Roll

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

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

The learner is guided individually or in groups to:

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

 

 

5

 

Through Vault into forward roll

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

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

The learner is guided individually and in groups to:

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

 

5

1

 

Through Vault into forward roll

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

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

The learner is guided individually and in groups to:

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

 

 

2

 

Side Vault

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

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

The learner is guided individually or in groups to:

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

 

 

3

 

Cartwheel

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

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

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

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

 

 

4

 

Cartwheel

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

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

The learner is guided individually or in groups to:

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

 

 

5

 

Round -off

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

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

The learner is guided individually or in groups to:

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

 

6

1

 

Round -off

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

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

The learner is guided individually or in groups to:

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

 

 

2

 

Five action sequence

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

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

The learner is guided individually and in groups to:

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

 

 

3

 

Five action sequence

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

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

The learner is guided individually and in groups to:

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

 

 

4

HEALT H AND FITNES S

Skill related fitness: Balance

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

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

The learner is guided individually or in groups to:

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

 

 

5

 

Skill related fitness: Balance

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

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

The learner is guided individually or in groups to:

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

 

7

1

 

Agility

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

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

The learner is guided individually or in groups to:

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

 

 

 

2

 

Agility

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

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

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

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

 

 

3

 

Reaction Time

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

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

The learner is guided individually or in groups to:

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

 

 

4

 

Reaction Time

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

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

The learner is guided individually or in groups to:

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

 

 

5

 

Sit and Reach Test

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

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

The learner is guided individually or in groups to:

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

 

8

1

 

Sit and Reach Test

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

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

The learner is guided individually or in groups to:

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

 

 

2

FIRST AID IN SPORTS

Sports Injuries: Closed wound

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

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

The learner is guided individually or in groups to:

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

 

 

3

 

Sports Injuries: Closed wound

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

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

The learner is guided individually or in groups to:

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

 

 

4

 

Sprain

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

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

The learner is guided individually or in groups to:

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

 

 

5

 

Sprain

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

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

The learner is guided individually or in groups to:

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

 

9

1

 

Strain

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

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

The learner is guided individually or in groups to:

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

 

 

2

 

Strain

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

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

The learner is guided individually or in groups to:

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

 

 

3

 

Two person support method

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

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

The learner is guided individually or in groups to:

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

 

 

4

 

Two person support method

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

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

The learner is guided individually or in groups to:

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

 

 

5

OUTDO OR AND RECREA TION ACTIVI TIES

Planning an Outdoor activity

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

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

The learner is guided individually or in the group to

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

 

10

1

 

Planning an Outdoor activity

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

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

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

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

 

 

2

 

Planning an Outdoor activity

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

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

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

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

 

 

3

 

Tracking Signs for outdoor activity

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

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

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

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

 

 

4

 

Tracking Signs for outdoor activity

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

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

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

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

 

 

5

 

Tracking Signs for outdoor activity

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

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

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

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

 

 

 

 

Roles and responsibility

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

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

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

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

 

 

 

 

Conflict resolution in an outdoor activity

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

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

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

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

 

 

 

 

Conflict resolution in an outdoor activity

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

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

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

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

 

 

 

 

Conflict resolution in an outdoor activity

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

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

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

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

 

 

 

 

Conflict resolution in an outdoor activity

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

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

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

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

 

 

 

 

Food preservation

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

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

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

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

 

 

 

 

Food preservation

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

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

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

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

 

 

  • Observation checklists
  • Portfolio
  • Progress reports

 

 

 

 

 

 

 

 

 

GRADE FIVE MUSIC ACTIVITIES.
SCHEMES OF WORK TERM 3 2023

Wk

Lsn

Strand/Theme

  Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Refl

1

1

PERFOR MING

Kenyan Folk

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

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

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

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

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

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

Learners use digital devices to download and watch various

Kenyan folk dances..

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

 

2

1

 

Making a costume/Orname nt

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

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

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

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

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

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

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

 

3

1

CREATI NG/CO MPOSIN G

Rhythm : Interpreting French Rhythm

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

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

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

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

 

4

1

 

Rhythm : French Notes and symbols

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

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

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

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

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

Learners listen to and write rhythmic patterns using note symbols.

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

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

 

5

1

 

Rhythm : French Notes and symbols

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

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

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

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

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

Learners listen to and write rhythmic patterns using note symbols.

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

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

 

6

1

 

Rhythm : Creating rhythm using note symbols

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

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

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

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

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

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

 

7

1

 

Rhythm : Creating rhythm using note symbols

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

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

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

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

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

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

 

8

1

 

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

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

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

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

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

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

Learners play  rhythmic games e.g. rhythmic dictation

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

 

9

1

 

Melody : Singing the sol-fa syllables

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

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

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

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

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

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

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

 

10

1

 

Melody : Interpreting hands signs of the sol-fa syllables

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

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

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

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

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

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

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

 

 

 

 

Melody : Creating short melodies using the sol-fa syllables

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

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

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

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

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

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

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

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

 

 

 

 

Melody : Creating short melodies using the sol-fa syllables

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

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

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

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

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

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

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

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

 

 

 

LISTENI NG, RESPO NDING AND APPREC IATION

Elements of Music

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

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

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

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

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

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

 

       Elements of Music  

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

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

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

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

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

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

Elements

of Music : Music structure- AB structure

 

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

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

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

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

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

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

Wk

Lsn

Strand/Theme

Sub-strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Reflection

1

1

FOODS AND NUTRITION

Deep frying - Procedures used to deep dry food

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

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

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

MTP Home science Grade 5 TG Pg. 98

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

 

 

2

 

Deep frying- Deep frying food

appropriatel y at home

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

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

MTP Home science Grade 5 Learners Bk. Pg. 88

MTP Home science Grade 5 TG Pg. 98-99

Checklist test

Observations

Critiques

Demonstration

Self-assessment

 

 

3

 

Deep frying – improvising cooking equipment for deep frying

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

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

MTP Home science Grade 5 Learners Bk. Pg. 89

MTP Home science Grade 5 TG Pg. 99

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

 

 

2

1

 

Deep frying-

Serving deep fried food at home

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

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

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

MTP Home science Grade 5 TG Pg. 99-100

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

 

 

2

 

Deep frying

– storing deep fried foods at home to avoid spoilage

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

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

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

MTP Home science Grade 5 TG Pg. 100-101

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

 

 

3

CLOTHING

Stitches Permanent stitches used in sewing

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

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

MTP Home science Grade 5 Learners Bk. Pg. 93

MTP Home science Grade 5 TG Pg. 106

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

 

3

 

1

 

 

 

Stitches Different permanent stitches used in sewing

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

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

 

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

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

MTP Home science Grade 5 TG Pg. 107

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

 

 

 

2

 

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

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

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

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

MTP Home science Grade 5 TG Pg. 107-108

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

 

 

3

 

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

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

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

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

MTP Home science Grade 5 TG Pg. 108-109

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

 

4

 

1

 

 

 

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

 

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

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

 

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

 

  • Picture
  • Video clips
  • Realia
  • Portfolio
  • Charts

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

MTP Home science Grade 5 TG Pg. 108-109

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

 

 

 

2

 

Stitches Neatening stitches

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

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

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

MTP Home science Grade 5 TG Pg. 109-110

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

 

 

3

 

Stitches Neatening stitches

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

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

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

MTP Home science Grade 5 TG Pg. 109-110

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

 

5

1

 

Stitches Decorative stitches

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

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

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

MTP Home science Grade 5 TG Pg. 111- 112

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

 

 

 

2

 

Stitches Decorative stitches

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

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

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

MTP Home science Grade 5 TG Pg. 111-112

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

 

 

3

 

Stitches Making a pincushion for safe storage of pins

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

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

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

MTP Home science Grade 5 TG Pg. 112-113

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

 

6

1

 

Stitches Permanent stitches – Making an embroidere d stool cloth

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

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

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

MTP Home science Grade 5 TG Pg. 113-114

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

 

 

2

 

Stitches Permanent stitches – safety precautions to observe during needlework

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

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

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

MTP Home science Grade 5 TG Pg. 114-115

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

 

 

3

 

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

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

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

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

  • Pictures
  • Charts
  • Realia

MTP Home science Grade 5 Learners Bk. Pg. 117

MTP Home science Grade 5 TG Pg. 119

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

 

7

1

 

Repair and maintenanc e of clothes – repairing a gaping seam

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

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

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

  • Pictures
  • Charts
  • Realia

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

MTP Home science Grade 5 TG Pg. 119-120

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

 

 

2

 

Repair and maintenanc e of clothes repairing a gaping seam

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

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

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

MTP Home science Grade 5 TG Pg. 119-120

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

 

 

3

 

Repair and maintenanc e of clothes –repairing a hanging hem

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

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

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

MTP Home science Grade 5 TG Pg. 120

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

 

8

1

 

Repair and maintenanc e of clothes - repairing a hanging hem

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

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

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

  • Pictures
  • Charts
  • Realia

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

MTP Home science Grade 5 TG Pg. 120

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

 

 

2

 

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

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

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

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

  • Pictures
  • Charts
  • Realia

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

MTP Home science Grade 5 TG Pg. 121

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

 

 

3

 

Laundry work

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

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

MTP Home science Grade 5 Learners Bk. Pg. 124

MTP Home science Grade 5 TG Pg. 126

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

 

9

1

 

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

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

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

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

MTP Home science Grade 5 TG Pg. 126

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

 

 

2

 

Laundry work – classificatio n of textile fibres

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

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

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

MTP Home science Grade 5 TG Pg. 127

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

 

 

3

 

Laundry work – care labels on clothes

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

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

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

MTP Home science Grade 5 TG Pg. 128-129

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

 

10

1

 

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

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

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

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

MTP Home science Grade 5 TG Pg. 128-129

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

 

 

2

 

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

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

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

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

MTP Home science Grade 5 TG Pg. 130

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

 

 

3

 

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

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

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

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

MTP Home science Grade 5 TG Pg. 130- 131

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

 

 

 

 

Laundry work - coloured cotton shirt or blouse

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

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

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

MTP Home science Grade 5 TG Pg. 130- 131

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

 

 

 

 

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

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

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

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

MTP Home science Grade 5 TG Pg. 131-

 

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

 

 

 

 

 

GRADE FIVE KISWAHILI ACTIVITIES. SCHEMES OF WORK TERM 3 2023

Wk

Lsn

Strand/ Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Reflection

1

1

NDEGE WA PORINI

Kuandika insha:Insha za masimulizi

Kufikia mwisho wa mada ndogo,mwanafunzi aweze,

  1. kueleza sifa za insha ya masimuizi ili kuibainisha
  2. kuandika insha ya masimulizi kwa kufuata kanuni zifaazo
  3. kuchangamkia utunzi mzuri
  1. Ni mambo gani unayozingatia ili kuandika insha ya masimulizi ya kuvutia?
  • Aandike insha isiyopungua maneno 150, inayosimulia tukio linalohusiana na ndege wa porini kwa kuzingatia anwani, mpangilio mzuri wa mawazo, hati safi, tahajia, kanuni za kisarufi, uakifishaji mwafaka na kwa lugha ya kiubunifu

Kielelezo cha insha ya masimulizi

  1. Kuandika tungo mbalimbali
  2. Wanafunzi kufanyiana tathmini
  3. Potfolio
  4. Shajara
  5. Mijadala kuhusu vidokezo vya insha

 

 

2

Sarufi

Mnyambuliko waVitenzi: Kauli za kutendewa, kutendeka na kutendana

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua vitenzi katika hali ya kutendewa, kutendeka na kutendana katika matini
  2. kutumia vitenzi katika hali za kutendewa, kutendeka na kutendana ipasavyo anapowasiliana
  3. Kuchangamkia matumizi ya vitenzi katika hali ya kutendewa, kutendeka na kutendana katika mawasiliano.
  1. Je, vitenzi vinaweza kubadilika vipi mwishoni ili kuleta maana mbalimbali?

Mwanafunzi:

  • Atambue vitenzi katika hali za kutendewa, kutendeka na kutendana katika chati, jedwali, kapu la maneno, mti maneno, ubao na vyombo vya kidijitali
  • anyambue vitenzi katika hali lengwa akiwa peke yake, wakiwa wawiliwawili au katika vikundi
  • atumie vitenzi katika hali lengwa kwenye sentensi
  • ashirikiane na wenzake kujaza mapengo katika jedwali la mnyambuliko we vitenzi kwenye daftari au kwa kutumia tarakilishi 
  • aandike sentensi upya kwa kutumia vitenzi katika hali mbalimbali

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

 

3

 

 

 

Mnyambuliko waVitenzi: Kauli za kutendewa, kutendeka na kutendana

 

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua vitenzi katika hali ya kutendewa, kutendeka na kutendana katika matini
  2. kutumia vitenzi katika hali za kutendewa, kutendeka na kutendana ipasavyo anapowasiliana
  3. Kuchangamkia matumizi ya vitenzi katika hali ya kutendewa, kutendeka na kutendana katika mawasiliano.
  1. Je, vitenzi vinaweza kubadilika vipi mwishoni ili kuleta maana mbalimbali?

 

 

Mwanafunzi:

  • Atambue vitenzi katika hali za kutendewa, kutendeka na kutendana katika chati, jedwali, kapu la maneno, mti maneno, ubao na vyombo vya kidijitali
  • Anyambue katika halilengwa akiwa peke yake, wakiwa wawiliwawili au katikavikundi
  • Atambue vitenzi katika hali lengwa kwenye sentensi
  • ashirikiane na wenzake kujaza mapengo katika jedwali la mnyambuliko we vitenzi kwenye daftari au kwa kutumia tarakilishi
  • aandike sentensi upya kwa kutumia vitenzi katika hali mbalimbali

Tarakilishi/vip akatalishi Kinasasauti

Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango

 

 

 

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

 

 

 

 

 

 

 

4

 

Mnyambuliko wa Vitenzi: Kauli za kutendewa, kutendeka na kutendana

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua vitenzi katika hali ya kutendewa, kutendeka na kutendana katika matini
  2. kutumia vitenzi katika hali za kutendewa, kutendeka na kutendana ipasavyo anapowasiliana
  3. Kuchangamkia matumizi ya vitenzi katika hali ya kutendewa, kutendeka na kutendana katika mawasiliano.
  1. Je, vitenzi vinaweza kubadilika vipi mwishoni ili kuleta maana mbalimbali?

Mwanafunzi:

  • atambue vitenzi katika hali za kutendewa, kutendeka na kutendana katika chati, jedwali, kapu la maneno, mti maneno, ubao na vyombo vya kidijitali
  • anyambue vitenzi katika hali lengwa akiwa peke yake, wakiwa wawiliwawili au katika vikundi
  • atumie vitenzi katika hali lengwa kwenye sentensi
  • ashirikiane na wenzake kujaza mapengo katika jedwali la mnyambuliko we vitenzi kwenye daftari au kwa kutumia tarakilishi
  • aandike sentensi upya kwa kutumia vitenzi katika hali mbalimbali

Tarakilishi/vipakat

alishi

Kinasasauti

Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu

mbalimbali

Michoro

Chati

Mabango

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

2

1

MAGON JWA

Kusikiliza na Kuzungumza:

Mazungumzo ya Kimuktadha: 

Mazungumzo katika miktadha rasmi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua miktadha rasmi kunakotumiwa lugha rasmi ili kukuza mawasiliano
  2. kutumia lugha katika miktadha rasmi ili kufanikisha mawasiliano
  3. Kuchangamkia matumizi ya lugha katika miktadha rasmi.
  1. Ni wapi katika shughuli zetu za kila siku tunaitumia lugha rasmi?

Mwanafunzi:

  • atambue miktadha rasmi kunakotumiwa lugha rasmi (k.v ofisini, hospitalini, mahakamani na bungeni)
  • asikilize mazungumzo rasmi kwa kutazama maigizo kwenye vyombo vya kidijitali kama vile video, rununu, runinga, tarakilishi n.k

Chati

Michoro na picha Mgeni mwalikwa

,

video)

Mti maneno Kapu maneno

Vitabu

mbalimbali

  1. Kumakinikia jinsi mwanafunzi anavyotumia
  2. lugha katika mawasiliano
  3. Kujibu maswali
  4. Maigizo
  5. Kutambua k.m. kwenye orodha
  6. Mijadala
  7. Mazungumzo

 

 

2

 

Kusikiliza na Kuzungumza: Mazungumzo ya Kimuktadha: Mazungumzo katika miktadha rasmi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua miktadha rasmi kunakotumiwa lugha rasmi ili kukuza mawasiliano
  2. kutumia lugha katika miktadha rasmi ili kufanikisha mawasiliano
  3. Kuchangamkia matumizi ya lugha katika miktadha rasmi.
  1. Ni wapi katika shughuli zetu za kila siku tunaitumia lugha rasmi?
  • ashiriki katika maigizo ya mazungumzo ya miktadha rasmi akishirikiana na wenzake
  • ashiriki katika mazungumzo rasmi nje ya darasa k.m. akiwa kwenye gwaride na majilisini
  • atambue nidhamu ya lugha inayozingatiwa katika mazingira rasmi k.m lugha ya heshima na adabu anapowasiliana

Chati

Michoro na picha Mgeni mwalikwa

,

video)

Mti maneno Kapu maneno Vitabu mbalimbali

  1. Kumakinikia jinsi mwanafunzi anavyotumia
  2. lugha katika mawasiliano
  3. Kujibu maswali
  4. Maigizo
  5. Kutambua k.m. kwenye orodha
  6. Mijadala
  7. Mazungumzo

 

 

3

Kusoma

Kusoma kwa Mapana: Matini

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua matini ya aina mbalimbali ya kusoma na kuchagua yanayomvutia
  2. kusoma matini aliyochagua ili kufaidika na ujumbe na lugha iliyotumiwa
  3. Kufurahia usomaji wa aina mbalimbali za matini ili kupanua mawazo yake.
  1. Ni habari zipi unazopenda kusoma kwenye matini ?
  2. Unachagua matini hayo kwa nini?

Mwanafunzi:

  • Achague matini kv. vitabu, majarida, magazeti) yanayomvutia maktabani na mtandaoni
  • Asome matini aliyochagua ili kufaidi ujumbe uliomo
  • Awatol wenzake muhtasari wa kile alichosoma kwenye matini ili kupashana ujumbe na kuchocheana kusoma zaidi kwa ajili ya kujifurahisha
  • ajadiliane na wenzake matini ambayo wamesoma kwa kuzingatia ukuzaji wa msamiati

Tarakilishi/vipak atalishi Kinasasauti Rununu

projekta Kinasasauti Rununu projekta

Nakala ya shairi kamusi

  1. Kutunga sentensi k.m. kwa kutumia msamiati lengwa
  2. Kujibu maswali k.m. katika ufahamu
  3. Kutoa muhtasari wa ufahamu au matini yaliyosomwa
  4. Kukariri na kuimba mashairi
  5. Kusoma kwa sauti

 

 

4

 

Kusoma kwa Mapana: Matini

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua matini ya aina mbalimbali ya kusoma na kuchagua yanayomvutia
  2. kusoma matini aliyochagua ili kufaidika na ujumbe na lugha iliyotumiwa
  3. Kufurahia usomaji wa aina mbalimbali za matini ili kupanua mawazo yake.
  1. Ni habari zipi unazopenda kusoma kwenye matini ?
  2. Unachagua matini hayo kwa nini?

Mwanafunzi:

  • achague matini (k. v . vitabu, majarida, magazeti) yanayomvutia maktabani na mtandaoni
  • asome matini aliyochagua ili kufaidi ujumbe uliomo
  • awatole wenzake muhtasari wa kile alichosoma kwenye matini ili kupashana ujumbe na kuchocheana kusoma zaidi kwa ajili ya kujifurahisha
  • ajadiliane na wenzake matini ambayo wamesoma kwa kuzingatia ukuzaji wa msamiati

Tarakilishi/vipak atalishi Kinasasauti Rununu

projekta Kinasasauti

Rununu projekta

Nakala ya shairi kamusi

  1. Kutunga sentensi k.m. kwa kutumia msamiati lengwa
  2. Kujibu maswali k.m. katika ufahamu
  3. Kutoa muhtasari wa ufahamu au matini yaliyosomwa
  4. Kukariri na kuimba mashairi
  5. Kusoma kwa sauti

 

3

1

Kuandi ka

Insha za Maelezo

Kufikia mwisho wa mada ndogo, mwanafunzi aweze,

  1. kutambua vifungu vya maelezo vilivyoandikwa kwenye matini mbalimbali
  2. kuandika insha ya maelezo kwa kufuata mtindo na muundo ufaao
  3. Kuchangamkia utunzi mzuri wenye ujumbe mahususi.
  1. Je, ni mada gani inayoweza kuandikiwa insha za maelezo?

Mwanafunzi:

  • atambue vifungu vya maelezo vilivyoandikwa kwenye matini mbalimbali au tarakilishi
  • ashiriki na wenzake kujadili mada ya insha na muundo wa insha ya maelezo aandike insha ya maelezo mtandaoni na kuisambaza kwa wenzake na mwalimu ili kuisoma na kuitathmini.
  • Awasome wenzake shairi aliyoandika ili kuisoma na kuitathmini.

Kielelezo cha insha ya maelezo

  1. Kuandika tungo mbalimbali
  2. Wanafunzi kufanyiana tathmini
  3. Potfolio
  4. Shajara
  5. Mijadala kuhusu vidokezo vya insha

 

 

2

 

Insha za Maelezo

Kufikia mwisho wa mada ndogo, mwanafunzi aweze,

  1. kutambua vifungu vya maelezo vilivyoandikwa kwenye matini mbalimbali
  2. kuandika insha ya maelezo kwa kufuata mtindo na muundo ufaao
  3. Kuchangamkia utunzi mzuri wenye ujumbe mahususi.
  1. Je, ni mada gani inayoweza kuandikiwa insha za maelezo?
  • aandike insha ya maelezo isiyopungua maneno 150 kwa kuzingatia msamiati unaohusu suala lengwa na kwa kuzingatia vigezo kama vile: ujumbe, tahajia, anwani, muundo, mtindo, mapambo ya lugha k.v methali, nahau, tashbihi, istiari n.k. alizojifunza awali

Kielelezo cha

insha ya maelezo

  1. Kuandika tungo mbalimbali
  2. Wanafunzi kufanyiana tathmini
  3. Potfolio
  4. Shajara
  5. Mijadala kuhusu vidokezo vya insha

 

 

3

Sarufi

Vinyume: Vinyume vya Vitenzi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua vinyume vya vitenzi katika matini
  2. kuunda sentensi kwa kutumia vinyume vya vitenzi
  3. Kuchangamkia matumizi ya vinyume vya vitenzi katika mawasiliano ya kila siku.
  1. Je, ni vitenzi gani unavyoweza kutambua vinyume vyake?

Mwanafunzi

  • Atambue vinyume vya vitenzi (k.m. Simamaketi, cheka-lia, enda- rudi, chimba- chimbua n.k) katika chati, kadi za maneno, kapu la maneno, mti maneno au vifaa vya kidijitali ashirikiane na wenzake kutafuta vinyume vya vitenzi kwa kurejelea orodha ya vitenzi
  • aliyopewa atalii mazingira yake na kuunda orodha ya vinyume vya vitenzi anavyovitambua.
  • Atunge sentensi kwa kutumia vinyume vya vitenzi kwa kuzingatia upatanisho wa kisarufi
  • Aandike upya sentensi kwa kutumia vinyume vya vitenzi.

Tarakilishi/vipakat alishi

Kinasasauti Rununu

projekta Kapu maneno

Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

 

4

 

Vinyume: Vinyume vya Vitenzi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua vinyume vya vitenzi katika matini
  2. kuunda sentensi kwa kutumia vinyume vya vitenzi
  3. Kuchangamkia matumizi ya vinyume vya vitenzi katika mawasiliano ya kila siku.
  1. Je, ni vitenzi gani unavyoweza kutambua vinyume vyake?

Mwanafunzi

  • atambue vinyume vya vitenzi (k.m. Simamaketi, cheka-lia, enda- rudi, chimba- chimbua n.k) katika chati, kadi za maneno, kapu la maneno, mti maneno au vifaa vya kidijitali
  • ashirikiane na wenzake kutafuta vinyume vya vitenzi kwa kurejelea orodha ya vitenzi aliyopewa
  • atalii mazingira yake na kuunda orodha ya vinyume vya vitenzi anavyovitambua.
  • atunge sentensi kwa kutumia vinyume vya vitenzi kwa kuzingatia upatanisho wa kisarufi
  • aansike upya sentensi kwa kutumia vinyume vya vitenzi.

Tarakilishi/vipakat

alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

4

1

KUDHIB ITI ITIKADI ZA KIDINI

NA KIJAMII

Kusikiliza na Kuzungumza: Tashbihi: Tashbihi za tabia

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua tashbihi za tabia katika matini
  2. kutumia tashbihi za tabia kwa usahihi katika sentensi
  3. kufurahia matumizi ya tashbihi za tabia katika mawasiliano ya kila siku
  1. Ni tashbihi zipi hutumiwa kuelezea tabia?

Mwanafunzi:

  • Atambue tashbihi ya tabia (k.v. mjanja kama sungura, mlafi kama fisi, mwenye maneno mengi kama kasuku, - eusi kama makaa) katika vitabu, matini, chati na vyombo vya kidijitali. 
  • aeleze maana ya tashbihi mbalimbali za tabia kwa kutoa mifano

Chati

Michoro na picha Mgeni mwalikwa

video

Mti maneno

Kapu maneno Vitabu mbalimbali

  1. Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano
  2. Kujibu maswali
  3. Maigizo
  4. Kutambua k.m. kwenye orodha
  5. Mijadala
  6. Mazungumzo

 

 

2

 

Kusikiliza na Kuzungumza: Tashbihi: Tashbihi za tabia

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua tashbihi za tabia katika matini
  2. kutumia tashbihi za tabia kwa usahihi katika sentensi
  3. kufurahia matumizi ya tashbihi za tabia katika mawasiliano ya kila siku
  1. Ni tashbihi zipi hutumiwa kuelezea tabia?
  • akamilishe tashbihi mbalimbali za tabia akiwa peke yake au kwa kushirikiana na wenzake darasani
  • ajaze mapengo katika sentensi kwa kutumia tashbihi mbalimbali za tabia
  • atumie tashbihi za tabia katika sentensi akiwa peke yake au katika vikundi.

Chati

Michoro na picha Mgeni mwalikwa

video

Mti maneno Kapu maneno Vitabu mbalimbali

  1. Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano
  2. Kujibu maswali
  3. Maigizo
  4. Kutambua k.m. kwenye orodha
  5. Mijadala
  6. Mazungumzo

 

 

3

Kusoma

Kusoma Mapana: Matini ya Kidijitali

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua na kuzingatia hatua za kiusalama katika matumizi ya vifaa vya kidijitali
  2. kutambua na kufungua faili iliyo na kifungu cha kusoma ili kuimarisha umilisi wake wa kutumia tarakilishi
  3. Kuchangamkia matumizi ya vifaa vya kidijitali katika kutafuta na kusoma ujumbe ili kuimarisha maarifa yake.
  1. Unapenda kusoma habari kuhusu nini Mtandaoni?
  2. Unakumbuka habari gani uliyoisoma Mtandaoni?
  3. Ni hatua gani za kiusalama unazozingatia unapotafuta habari mtandaoni?

Mwanafunzi:

  • Atambue na kuzingatia hatuaza kiusalama kutoka kwenye chati au kwenye tarakilishi na mitandao.
  • Atambue jina la faili lengwa kwenye tarakilishi na kufanya mazoezi ya kufungua na kufunga 
  • atambue mitandao salama yenye matini inayoafiki kiwango na mahitaji yake

Tarakilishi/vipak atalishi Kinasasauti Rununu

projekta Kinasasauti Rununu projekta

Nakala ya shairi kamusi

  1. Kutunga sentensi k.m. kwa kutumia msamiati lengwa
  2. Kujibu maswali k.m. katika ufahamu
  3. Kutoa muhtasar wa ufahamu au matini yaliyosomwa
  4. Kukariri na kuimba mashairi
  5. Kusoma kwa sauti

 

 

4

 

Kusoma Mapana: Matini ya Kidijitali

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kusakura kwenye tovuti salama ili kupata vifungu vya kusoma
  2. kutumia vyombo vya kidijitali kwa urahisi kupata matini zinazolengwa
  3. Kuchangamkia matumizi ya vifaa vya kidijitali katika kutafuta na kusoma ujumbe ili kuimarisha maarifa yake.
  1. Unapenda kusoma habari kuhusu nini Mtandaoni?
  2. Unakumbuka habari gani uliyoisoma Mtandaoni?
  3. Ni hatua gani za kiusalama unazozingatia unapotafuta habari Mtandaoni?
  • atambue umuhimu wa kutoa habari kwa mwalimu, mzazi au mlezi wake endapo atapata ujumbe kutoka kwa watu asiowajua mtandaoni na kutowasiliana nao
  • atafute maana za maneno mapya kwenye kamusi mtandaoni
  • asimulie habari kuhusu matini aliyosoma kwa wenzake

Tarakilishi/vipak atalishi Kinasasauti Rununu

projekta Kinasasauti

Rununu projekta

Nakala ya shairi kamusi

  1. Kutunga sentensi k.m. kwa kutumia msamiati lengwa
  2. Kujibu maswali k.m. katika ufahamu
  3. Kutoa muhtasar wa ufahamu au matini yaliyosomwa
  4. Kukariri na kuimba mashairi
  5. Kusoma kwa sauti

 

5

1

Kuandi ka

Aina za Insha: Insha ya masimulizi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua insha ya masimulizi kwa kuzingatia muundo
  2. kuandika insha ya masimulizi kwa kufuata kanuni zifaazo
  3. Kuchangamkia utunzi mzuri.
  1. Unawezaje kupata kwa haraka hoja za kusimulia katika insha?

Mwanafunzi:

  • Atambue insha ya masimulizi kwa kurejelea vielelezo vya insha zilizoandikwa kwenye matini mbalimbali au tarakilishi
  • Ashiriki na wenzake kujadili mada ya insha na muundo wa insha ya masimulizi andike insha ya mazimulizi katika vifaa vya kidijitali na kuisambaza kwa wenzake na mwalimu ili kuisoma na kuitathmini
  • awasomee wenzake insha aliyoandika ili waitathmini na kumwelekeza

Kielelezo cha insha ya masimulizi

  1. Kuandika tungo mbalimbali
  2. Wanafunzi kufanyiana tathmini
  3. Potfolio
  4. Shajara
  5. Mijadala kuhusu vidokezo vya insha

 

 

2

 

Aina za Insha: Insha ya masimulizi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua insha ya masimulizi kwa kuzingatia muundo
  2. kuandika insha ya masimulizi kwa kufuata kanuni zifaazo
  3. Kuchangamkia utunzi mzuri.
  1. Unawezaje kupata kwa haraka hoja za kusimulia katika insha?
  • aandike insha ya masimulizi (k.v. kuhusu itikadi za kidini na za kijamii, sherehe, hadithi, ndoto, ndoa za lazima n.k) isiyopungua maneno 150 akizingatia ainambalimbali za maneno, mnyambuliko wa vitenzi, na nyakati ili kejenga picha dhahiri ya anachokiandikia daftarini. Pia azingatie mada, mpangilio mzuri wa mawazo, hati safi, tahajia, kanuni za kisarufi, uakifishaji mwafaka, lugha ya kiubunifu

Kielelezo cha insha ya masimulizi

  1. Kuandika tungo mbalimbali
  2. Wanafunzi kufanyiana tathmini
  3. Potfolio
  4. Shajara
  5. Mijadala kuhusu vidokezo vya insha

 

 

3

Sarufi

Nyakati na Hali

  • Hali ya Mazoea
  • Hali Timilifu

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua viambishi vya hali ya mazoea na hali timilifu kwenye kitenzi
  2. kutambua vitenzi katika hali ya mazoea na hali timilifu kwenye matini
  3. Kufurahia matumizi ya hali ya mazoea na timilifu katika mawasiliano.
  1. Je, wewe hufanya shughuli gani kila siku?

Mwanafunzi:

  • Atambue viambishi vya hali ya mazoea (hu) na hali timilifu (me) kwenye vitenzi katika chati, ubao au kwa kutumia vifaa vya kidijitali atambue viambishi katika hali ya mazoea (hu) na hali timilifu (me) kwenye sentensi, chati, ubao au kwa kutumia vifaa vya kidijitali

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

 

4

 

Nyakati na Hali

  • Hali ya Mazoea
  • Hali Timilifu

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua vitenzi katika hali ya mazoea na hali timilifu kwenye matini
  2. kutumia vitenzi vya hali ya mazoea na timilifu katika sentensi ili kuimarisha mawasiliano
  3. Kufurahia matumizi ya hali ya mazoea na timilifu katika mawasiliano.
  1. Je, wewe hufanya shughuli gani kila siku?

Ashiriki na wenzake katika mazoezi ya kutumia hali ya mazoea (hu) na hali timilifu (me) katika sentensi na kuziandika daftarini au kupiga chapa kwenye tarakilishi/kipakatalishi

  • ashirikiane na wenzake katika vikundi kubadilisha sentensi kutoka hali moja hadi nyingine
  • atunge sentense katika hali ya mazoea na hali timilifu kwenye blogi ili wenzake waweze kuisoma na kutathmini usahihi wake

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

6

1

 

Nyakati na Hali

  • Hali ya Mazoea
  • Hali Timilifu

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua vitenzi katika hali ya mazoea na hali timilifu kwenye matini
  2. kutumia vitenzi vya hali ya mazoea na timilifu katika sentensi ili kuimarisha mawasiliano
  3. Kufurahia matumizi ya hali ya mazoea na timilifu katika mawasiliano.
  1. Je, wewe hufanya shughuli gani kila siku?

Ashiriki na wenzake katika mazoezi ya kutumia hali ya mazoea (hu) na hali timilifu (me) katika sentensi na kuziandika daftarini au kupiga chapa kwenye tarakilishi/kipakatalishi

  • ashirikiane na wenzake katika vikundi kubadilisha sentensi kutoka hali moja hadi nyingine
  • Atunge sentensi katika hali ya mazoea na hali timilifu kwenye blogi ili wenzake waweze kuisoma na kutathmini usahihi wake

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

 

2

UWEKE ZAJI

Kusikiliza na Kuzungumza: Kutoa Masimulizi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kusimulia tungo mbele ya wenzake kwa kuzingatia mada, ubunifu na usanifu wa lugha
  2. kutumia ishara zifaazo kuimarisha masimulizi yake
  3. kuchangamkia masimulizi katika mazingira mbalimbali
  1. Je, ni nini Unachozingatia katika kutoa masimulizi?

Mwanafunzi:

  • asikilize masimulizi yakitolewa na mgeni mwalikwa, mwalimu, mwanafunzi mwenzake au kutokana na vifaa vya kidijitali.
  • abuni masimulizi yanayohusiana na mada husika kwa kutazama picha, michoro au kujadiliana na wenzake

Chati

Michoro na picha Mgeni mwalikwa

video

Mti maneno Kapu maneno Vitabu mbalimbali

  1. Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano
  2. Kujibu maswali
  3. Maigizo
  4. Kutambua k.m. kwenye orodha
  5. Mijadala
  6. Mazungumzo

 

 

3

 

Kusikiliza na Kuzungumza: Kutoa Masimulizi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kusimulia tungo mbele ya wenzake kwa kuzingatia mada, ubunifu na usanifu wa lugha
  2. kutumia ishara zifaazo kuimarisha masimulizi yake
  3. kuchangamkia masimulizi katika mazingira mbalimbali
  1. Je, ni nini Unachozingatia katika kutoa masimulizi?
  • kutoa masimulizi kuhusu mada (k.v. Jinsi ya kuwekeza na Faida za uwekezaji)
  • atumie ishara za mwili zifaazo k.v ishara za uso, za mikono na mabega kuimarisha masimulizi yake
  • ajadiliane na wenzake kuhusu ubora wa masimulizi aliyosikiliza

Chati

Michoro na picha Mgeni mwalikwa

video

Mti maneno Kapu maneno Vitabu mbalimbali

  1. Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano
  2. Kujibu maswali
  3. Maigizo
  4. Kutambua k.m. kwenye orodha
  5. Mijadala
  6. Mazungumzo

 

 

4

Kusoma

Kusoma kwa Ufahamu: Kifungu cha hadithi

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

  1. kutambua msamiati wa mada lengwa uliotumika katika kifungu
  2. kueleza maana za msamiati wa mada lengwa uliotumika katika kifungu
  3. kuchangamkia usomaji wa kifungu ili kujenga maarifa ya ufahamu
  1. Je, ni mambo gani yanayokuvutia unaposoma kifungu cha ufahamu?
  2. Unafanya nini ili kujua maana ya msamiati uliotumiwa katika kifungu?

Mwanafunzi:

  • atambue msamiati wa suala lengwa (uwekezaji) (k.v. kuwekeza, faida, hasara, fidia, mtaji, ajira, mkopo, mwanabiashara, deni, mteja, biashara, bidhaa, bajeti, kilimo biashara, benki, vyama vya ushirika, ushuru kutokana na mapato, n.k akitumia kapu maneno, mti maneno au tarakilishi.
  • aeleze maana ya msamiati huu kama unavyotumiwa katika jamii wakati wa mawasiliano na shughuli za uwekezaji.

Tarakilishi/vipak

atalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta

Nakala ya shairi kamusi

  1. Kutunga sentensi k.m. kwa kutumia msamiati lengwa
  2. Kujibu maswali k.m. katika ufahamu
  3. Kutoa muhtasari wa ufahamu au matini yaliyosomwa
  4. Kukariri na kuimba mashairi
  5. Kusoma kwa sauti

 

7

1

 

Kusoma kwa Ufahamu: Kifungu cha hadithi

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

  1. kutumia msamiati ulio katika kifungu kwa usahihi katika sentensi
  2. kusoma kifungu kwa ufasaha ili kupata ujumbe
  3. kuonyesha ufahamu wa kifungu kwa kutoa muhtasari na kujibu maswali
  4. kuchangamkia usomaji wa kifungu ili kujenga maarifa ya ufahamu
  1. Je, ni mambo gani yanayokuvutia unaposoma kifungu cha ufahamu?
  2. Unafanya nini ili kujua maana ya msamiati uliotumiwa katika kifungu?
  • Atunge sentensi akitumia msamiati husika, akiwa pekee yake, kwenye jozi au kikundi.
  • atazame chati kwenye tarakilishi au matini inayoonyesha bajeti ajadili na wenzake matukio kwenye picha zinayoonyesha wafanyibiashara na wateja wao katika shughuli za kibiashara.
  • Asome ufahamu kwa kuzingatia ujumbe akiwa pekeyake au kwa sauti akipishana zamu na wenzake
  • Ajibu maswali kutokana kifungu alichosoma

Tarakilishi/vip akatalishi Kinasasauti Rununu projekta Kinasasa uti Rununu projekta Nakala ya shairikamusi

  1. Kutunga sentensi k.m. kwa kutumia msamiati lengwa
  2. Kujibu maswali k.m. katika ufahamu
  3. Kutoa muhtasari wa ufahamu au matini yaliyosomwa
  4. Kukariri na kuimba mashairi
  5. Kusoma kwa sauti

 

 

2

 

Kuandi

ka

 

Kuandika Insha: Baruapepe

 

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

  1. kutambua baruapepe kwa kuzingatia muundo wake
  2. kuandika baruapepe kwa kuzingatia ujumbe, muundo na mtindo
  3. kuchangamkia uandishi wa baruapepe katika mawasiliano
  1. Unazingatia vipengele gani unapoandika baruapepe?

 

Mwanafunzi:

  • atambue muundo wa baruapepe kwa kurejelea kielelezo chake kilichochapishwa au kwenye tarakilishi.
  • ajadili sehemu mbalimbali za baruapepe kama vile anwanipepe ya mtumaji (k.m. This email address is being protected from spambots. You need JavaScript enabled to view it.),anwanipepe ya mpokeaji, mada ya baruapepe, mtajo, mwili, hitimisho na jina la mwandishi/mtumaji.

Kielelezo chainsha ya baruapepe

  1. Kuandika tungo mbalimbali
  2. Wanafunzi kufanyiana tathmini
  3. Potfolio
  4. Shajara
  5. Mijadala kuhusu vidokezo vya insha

 

 

3

 

Kuandika Insha: Baruapepe

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

  1. kutambua baruapepe kwa kuzingatia muundo wake
  2. kuandika baruapepe kwa kuzingatia ujumbe, muundo na mtindo
  3. kuchangamkia uandishi wa baruapepe katika mawasiliano
  1. Unazingatia vipengele gani unapoandika baruapepe?
  • Aandike barua pepe kwa rafiki, mzazi, mwalimu n.k
  • akishirikiana na wenzake darasani, kwa kutumia tarakilishi akizingatia muundo wa uandishi wa baruapepe.
  • aandike baruapepe akiwa peke yake.
  • atume baruapepe aliyoiandika kwa mpokeaji.
  • kuhusu umuhimu baruapepe katika mawasiliano

Kielelezo chainsha ya baruapepe

  1. Kuandika tungo mbalimbali
  2. Wanafunzi kufanyiana tathmini
  3. Potfolio
  4. Shajara
  5. Mijadala kuhusu vidokezo vya insha

 

 

4

Sarufi

Ukanushaji wa maneno na sentensi: Viambishi vya nafsi na wakati katika sentensi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua viambishi vya wakati na nafsi katika sentensi
  2. kukanusha viambishi vya nafsi na wakati katika maneno na sentensi kwa usahihi
  3. kutunga sentensi sahihi zenye viambishi vya nafsi na wakati na kuzikanusha
  4. kufurahia ukanushaji wa viambishi vya nafsi na wakati katika sentensi
  1. Viambishi vya nafsi katika vitenzi ni vipi?
  2. Viambishi vya wakatikatika vitenzi ni vipi?
  3. Unatumia viambishi gani wakati wa kukanusha vitenzi?

Mwanafunzi:

  • Atambue viambishi vya nafsi (ni, tu, u, m, a, wa) na vya wakati (li, na, ta) katika vitenzi kwa kuvipigia mistari kwenye vitabu au kuvikolezea wino kwenye tarakilishi
  • Atambue viambishi vya wakati li, na, ta katika hali yakinishi na ku, ta, si, ha, katikahali kanushi

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

8

1

 

Ukanushaji wa maneno na sentensi: Viambishi vya nafsi na wakati katika sentensi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua viambishi vya wakati na nafsi katika sentensi
  2. kukanusha viambishi vya nafsi na wakati katika maneno na sentensi kwa usahihi
  3. kutunga sentensi sahihi zenye viambishi vya nafsi na wakati na kuzikanusha
  4. kufurahia ukanushaji wa viambishi vya nafsi na wakati katika sentensi
  1. Viambishi vya nafsi katika vitenzi ni vipi?
  2. Viambishi vya wakatikatika vitenzi ni vipi?
  3. Unatumia viambishi gani wakati wa kukanusha vitenzi?
  • asome sentense zenye viambishi lengwa kwenye vitabu au tarakilishi katika hali yakinishi na kanushi
  • akanushe maneno na sentensi akizingatia nafsi na nyakati kwenye daftari au kwa kutumia tarakilishi
  • asikilize au kutazama vipindi vya ukanushaji wa nafsi na wakati kupitia vyombo vya kidijitali

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

 

2

 

Ukanushaji wa maneno na sentensi: Viambishi vya nafsi na wakati katika sentensi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua viambishi vya wakati na nafsi katika sentensi
  2. kukanusha viambishi vya nafsi na wakati katika maneno na sentensi kwa usahihi
  3. kutunga sentensi sahihi zenye viambishi vya nafsi na wakati na kuzikanusha
  4. kufurahia ukanushaji wa viambishi vya nafsi na wakati katika sentensi
  1. Viambishi vya nafsi katika vitenzi ni vipi?
  2. Viambishi vya wakatikatika vitenzi ni vipi?
  3. Unatumia viambishi gani wakati wa kukanusha vitenzi?
  • asome sentensi zenye viambishi lengwa kwenye vitabu au tarakilishi katika hali yakinishi na kanushi
  • akanushe maneno na sentensi akizingatia nafsi na nyakati kwenye daftari au kwa kutumia tarakilishi
  • asikilize au kutazama vipindi vya ukanushaji wa nafsi na wakati kupitia vyombo vya kidijitali

Tarakilishi/vipakat

alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

 

3

 

Ukubwa na udogo wa nomino: Nomino zinazoanza kwa m- na zenye mzizi wa silabi mbili

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua nomino zinazoanza kwa herufi m- na zenye mzizi wa silabi mbili
  2. kutambua nomino zinazoanza kwa herufi m- katika hali ya ukubwa na udogo
  3. Kufurahia kutumia nomino katika hali ya ukubwa na udogo kwa usahihi ili kuimarisha mawasiliano.
  1. Ni nomino gani unazoweza kutaja ukubwa wake?

Mwanafunzi:

  • Atambue nomino zinazoanza kwa herufi m- na zenye mzizi wa silabi moja (k.m mtoto, mlango, mkate na mlima) kwenye chati, ubao, mti maneno, kapu la maneno au kifaa cha kidijitali.
  • Atambue nomino zinazoanza kwa herufi m- na zenye mzizi wa silabi moja katika ukubwa na udogo (k.v. mtoto (toto- kitoto), mlango (lango - kilango), mkate (kate- kikate)
  • ashiriki katika vikundi kubadilisha nomino kutoka hali ya wastani hadi hali ya ukubwa na udogo.

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

 

4

 

Ukubwa na udogo wa nomino: Nomino zinazoanza kwa m- na zenye mzizi wa silabi mbili

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kubadilisha nomino katika hali wastani kuwa katika hali ya ukubwa na udogo
  2. kutumia nomino zinazoanza kwa herufi m- katika hali ya ukubwa na udogo kwenye sentensi
  3. Kufurahia kutumia nomino katika hali ya ukubwa na udogo kwa usahihi ili kuimarisha mawasiliano.
  1. Ni nomino gani unazoweza kutaja ukubwa wake?
  • ashiriki katika mchezo wa vikundi ambapo kikundi kimoja kitataja wastani wa nomino na kingine kutaja ukubwa na udogo wa nomino hiyo.
  • Apewe orodha ya nomino katika hali ya ukubwa na orodha nyingine ya nomino katika hali ya udogo kwenye tarakilishi ili aziburure kuziambatanisha.
  • atunge sentense zinazorejelea nomino lengwa katika ukubwa na udogo akiwa peke yake au kwenye vikundi.

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

9

1

 

Ukubwa na udogo wa nomino: Ukubwa na udogo wa nomino zinazoanza kwa herufi n

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua nomino zinazoanza kwa herufi n- ili
  2. kuzitofautisha na nonimo nyingine
  3. kutambua nomino zinazoanza kwa herufi n- katika hali ya ukubwa na udogo
  4. kufurahia kutumia nomino katika hali ya ukubwa na
  5. udogo kwa usahihi ili kuimarisha mawasiliano
  1. Ni nomino gani unazoweza kutaja udogo wake?

Mwanafunzi:

  • Atambue nomino zinazoanza kwa herufi n- kwenye chati, ubao, mti maneno, kapu la maneno au kifaa cha kidijitali.
  • Ashiriki katika vikundi kubadilisha nomino kutoka hali ya wastani hadi hali ya ukubwa na udogo.

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno

Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

 

2

 

Ukubwa na udogo wa nomino: Ukubwa na udogo wa nomino zinazoanza kwa herufi n

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kubadilisha nomino katika hali wastani kuwa katika hali ya ukubwa na udogo
  2. kutumia nomino katika hali ya ukubwa na udogo kwenye sentensi
  3. kufurahia kutumia nomino katika hali ya ukubwa na udogo kwa usahihi ili kuimarisha mawasiliano
  1. Ni nomino gani unazoweza kutaja udogo wake?
  • ashiriki katika mchezo wa vikundi ambapo kikundi kimoja kitataja wastani wa nomino, kingine ukubwa na kingine kutaja udogo wa nomino hiyo.
  • apewe orodha ya nomino katika hali ya ukubwa na orodha nyingine ya nomino katika hali ya udogokwenye tarakilishi ili aziburure kuziambatanisha.
  • atunge sentensi zinazorejelea nomino lengwa katika ukubwa na udogo akiwa peke yake au kwenye vikundi

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

 

3-4

Marudio

10

 

Mtihani

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

Wk

Lsn

Strand/ Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Refl

1

1

COMPU TING DEVICE S

Coding Creating Games using scratch

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

  • Create animated graphics using simple programming simulation
  • use available learning applications to find solutions to problems in the local environment 
  • appreciate the role of available learning
  • applications like scratch in their everyday life
  1. What coding skills can be applied in solving day to day problems?

Use scratch or any other simple programming simulation tool to generate some animated graphics.

Computing devices, tablets. Desktops and laptops

Super minds Scie. and Tech Learners Bk. Pg. 85-100

Super minds Scie. and Tech TG Pg. 78

  • Word practical tasks
  • Typing
  • Document formatting

 

 

2

 

Coding Generating Animated Graphics

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

  • Create animated graphics using simple programming simulation
  • use available learning applications to find solutions to problems in the local environment
  • appreciate the role of available learning
  • applications like scratch in their everyday life
  1. What coding skills can be applied in solving day to day problems?

Project : Use scratch or any other simple programming simulation tool to generate some animated graphics.

Computing devices, tablets. Desktops and laptops

Super minds Scie. and Tech Learners Bk. Pg. 101-104

Super minds Scie. and Tech TG Pg. 78-79

  • Word practical tasks
  • Typing
  • Document formatting

 

 

3

MATTE R

Change of state of matter

Effects if heating matter

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

  • Define the term matter
  • observe and record the change of state when common substances are heated
  • state the change of state when substances are heated
  • Appreciate that matter changes state when heated or cooled.
  1. What is the effect of heating matter?
  2. What is the effect of cooling matter?
  3. What is the importance of
  4. change of state of matter in day to day life?

Learners to observe, record and discuss what happens to different solids when heated (Cooking fat or ice or candle wax, naphthalene (moth ball)

Solids, liquids, cereals, Gases in ballons, charts, videos

Super minds Scie. and Tech

Learners Bk. Pg. 105-106

Super minds Scie. and Tech

TG Pg. 82-84

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

4

 

 

Change of state of matter

Effects if heating matter

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

  • Define the term matter
  • observe and record the change of state when common substances are heated
  • state the change of state when substances are heated
  • Appreciate that matter changes state when heated or cooled.
  1. What is the effect of heating matter?
  2. What is the effect of cooling matter?
  3. What is the importance of change of state of matter in day to day life?

learners to observe, record and discuss what happens to different solids when heated (Cooking fat or ice or candle wax, naphthalene (moth ball)

Solids, liquids, cereals, Gases in ballons, charts, videos

Super minds Scie. and Tech Learners Bk. Pg. 105-106

Super minds Scie. and Tech TG Pg. 82-84

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

2

1

 

Change of state of matter

Effects of cooling matter

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

  • state the change of state when substances are cooled
  • observe and record the change of state when substances are cooled
  • Appreciate that matter changes state when heated or cooled.
  1. What is the effect of heating matter?
  2. What is the effect of cooling matter?
  3. What is the importance of change of state of matter in day to day life?

Learners to observe, record and discuss what happens to different liquids when heated (water)

Learners to observe, record and discuss what happens to water vapour when it cools.

Learners to observe, record and discuss what happens to liquids when cooled (cooling melted wax or melted fat)

Learners to observe, record and discuss what happens when vapour from naphthalene (moth) balls is cooled.

Learners to observe, record to access videos, observe and record what happens when matter is heated or cooled

Solids, liquids, cereals, Gases in ballons, charts, videos

Super minds Scie. and Tech Learners Bk. Pg. 107-109

Super minds Scie. and Tech TG Pg. 84-85

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

2

 

Change of state of matter

Application of states of matter- WATER CYCLE

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

  • state the application of the change of state of matter in everyday life
  • Describe the changes that takes place in the water cycle.
  • Appreciate that matter changes state when heated or cooled.
  1. What is the effect of heating matter?
  2. What is the effect of cooling matter?
  3. What is the importance of change of state of matter in day to day life?

Learners to discuss application of change of state of matter in everyday life in their locality ( drying grains and clothes, making ice cubes )

In groups learners are guided to discuss the water cycle

In groups learners watch a video clip on the water cycle and record the different changes of state of matter involved.

Solids, liquids, cereals, Gases in ballons, charts, videos

Super minds Scie. and Tech Learners Bk. Pg. 110-113

Super minds Scie. and Tech TG Pg. 85-86

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

3

 

 

Change of state of matter

Application of states of matter – WATER CYCLE

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

  • state the application of the change of state of matter in everyday life
  • Describe the changes that takes place in the water cycle.
  • Appreciate that matter changes state when heated or cooled.
  1. What is the effect of heating matter?
  2. What is the effect of cooling matter?
  3. What is the importance of change of state of matter in day to day life?
Learners to discuss pplication of change of state of matter in everyday life in their locality ( drying grains and clothes, making ice cubes )

In groups learners are guided to discuss the water cycle learners watch a video clip on the water cycle and record the different changes of state of matter involved.

Solids, liquids, cereals, Gases in ballons, charts, videos

Super minds Scie. and Tech Learners Bk. Pg. 110-113

Super minds Scie. and Tech

TG Pg. 85-86

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

4

 

Change of state of matter Water cycle

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

  • Describe the changes that takes place in the water cycle.
  • Watch a video clip on the water cycle
  • Appreciate that matter changes state when heated or cooled.
  1. What is the effect of heating matter?
  2. What is the effect of cooling matter?
  3. What is the importance of change of state of matter in day to day life?

Learners to discuss application of change of state of matter in everyday life in their locality ( drying grains and clothes, making ice cubes )

In groups learners are guided to discuss the water cycle video clip on the water cycle and record the different changes of state of matter involved.

Solids, liquids, cereals, Gases in ballons, charts, videos

Super minds Scie. and Tech Learners Bk. Pg. 110-113

Super minds Scie. and Tech

TG Pg. 85-86

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

3

1

 

Change of state of matter

Making candles

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

  • Make a candle using candle wax or bee wax
  • Watch a video clip on the water cycle
  • Appreciate that matter changes state when heated or cooled.
  1. What is the effect of heating matter?
  2. What is the effect of cooling matter?
  3. What is the importance of change of state of matter in day to day life?

Project: Learners to make candles using candle wax or bee wax

Solids, liquids, cereals, Gases in ballons, charts, videos

Super minds Scie. and Tech Learners Bk. Pg. 113-114

Super minds

Scie. and Tech TG Pg. 85-86

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

2

 

Change of state of matter

Making candles

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

  • Make a candle using candle wax or bee wax
  • Watch a video clip on the water cycle
  • Appreciate that matter changes state when heated or cooled.
  1. What is the effect of heating matter?
  2. What is the effect of cooling matter?
  3. What is the importance of change of state of matter in day to day life?

Project: Learners to make candles using candle wax or bee wax

Solids, liquids, cereals, Gases in ballons, charts, videos

Super minds Scie. and Tech

Learners Bk. Pg. 113-114

Super minds Scie. and Tech

TG Pg. 85-86

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

3

 

Acids and bases Identifying acids and bases

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

  • Differentiate between acid and bases
  • Identify acids and bases in the locality
  • apply safety precautions when handling acids and bases
  1. What is the importance of acids and bases in the society?
  2. What it safety precautions must be observed when handling corrosive acids and bases?

In groups, learners are guided to use litmus paper to identify acids and bases (lemon juice, wood ash solution)

In groups, learners are guided to observe safety precautions when handling acids and bases

acidic substances, basic, charts, videos, water

Super minds Scie. and Tech Learners Bk. Pg. 115-116

Super minds

Scie. and Tech TG Pg. 90-91

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

4

 

Acids and bases

commonly used substances as acids and bases

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

  • use litmus paper to identify acids and bases
  • classify commonly used substances as acids and bases
  • apply safety precautions when handling acids and bases
  1. What is the importance of acids and bases in the society?
  2. What it safety precautions must be observed when handling corrosive acids and bases?

In groups, learners are guided to use litmus paper to identify acids and bases (lemon juice, wood ash solution)

In groups, learners are guided to carry out activities to classify commonly used substances as acids and bases using litmus papers (lemon juice, orange juice, grape juice, bar soap, wood ash, baking powder, anti-acid tablets, sour milk)

acidic substances, basic, charts, videos, water

Super minds Scie. and Tech Learners Bk. Pg. 115-116

Super minds Scie. and Tech TG Pg. 90-91

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

4

1

 

Acids and bases

Using litmus paper to classify commonly used substances as acids and bases

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

  • use litmus paper to identify acids and bases
  • classify commonly used substances as acids and bases
  • apply safety precautions when handling acids and bases
  1. What is the importance of acids and bases in the society?
  2. What it safety precautions must be observed when handling corrosive acids and bases?

In groups, learners are guided to use litmus paper to identify acids and bases (lemon juice, wood ash solution)

In groups, learners are guided to carry out activities to classify commonly used substances as acids and bases using litmus papers (lemon juice, orange juice, grape juice, bar soap, wood ash, baking powder, anti-acid tablets, sour milk)

acidic substances, basic, charts, videos, water

Super minds Scie. and Tech Learners Bk. Pg. 115-116

Super minds Scie. and Tech TG Pg. 90-91

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

2

 

 

Acids and bases Physical properties of acids and bases

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

  • classify commonly used substances as acids and bases
  • state physical properties of acids and bases
  • apply safety precautions when handling acids and bases
  1. What is the importance of acids and bases in the society?
  2. What it safety precautions must be observed when handling corrosive acids and bases?

In groups learners to be guided to watch videos on the physical properties of acids and bases

In groups, learners are guided to discuss physical properties of acids and bases

In groups, learners are guided to observe safety precautions when handling acids and bases

acidic substances, basic, charts, videos, water

Super minds Scie. and Tech Learners Bk. Pg. 119

Super minds

Scie. and Tech TG Pg. 92-93

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

3

 

Acids and bases

Physical properties of acids and bases

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

  • classify commonly used substances as acids and bases
  • state physical properties of acids and bases
  • apply safety precautions when handling acids and bases
  1. What is the importance of acids and bases in the society?
  2. What it safety precautions must be observed when handling corrosive acids and bases?

In groups learners to be guided to watch videos on the physical properties of acids and bases

In groups learners are guided to discuss physical properties of acids and bases

In groups learners are guided to observe safety precautions when handling acids and bases

acidic substances, basic, charts, videos, water

Super minds Scie. and Tech Learners Bk. Pg. 119

Super minds

Scie. and Tech TG Pg. 92-93

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

4

 

Acids and bases

Importance of Acids and bases – uses of acids and bases

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

  • state the uses of acids and bases in daily life
  • Develop curiosity In explaining the importance of acids and bases in the society
  • apply safety precautions when handling acids and bases
  1. What is the importance of acids and bases in the society?
  2. What it safety precautions must be observed when handling corrosive acids and bases?

In groups learners are guided to discuss the uses of acids and bases

In groups learners are guided to observe safety precautions when handling acids and bases

acidic substances, basic, charts, videos, water

Super minds Scie. and Tech Learners Bk. Pg. 120-121

Super minds Scie. and Tech

TG Pg. 93

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

5

 

1

FORCE AND

ENERG

Y

Gravity Meaning of Gravity

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

  • state the meaning of gravity as force acting on objects
  • Identify the effect of gravity on an object.
  • appreciate effects of gravity in everyday life
  1. How does gravity affect objects?

In groups, learners to:

Demonstrate the effect of gravity on objects (throwing a ball up, stones raised and released to fall, books tipped to fall from the table.).

learners are guided to define the term gravity.

In groups learners to use digital devices to observe and record the effect of gravity on objects

real objects, see-saw,

pictures, charts, videos, safety boots

Super minds Scie. and Tech Learners Bk. Pg. 123

Super minds

Scie. and Tech TG Pg. 95-96

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

2

 

Gravity Effects of gravity on an object

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

  • state the meaning of gravity as force acting on objects
  • Identify the effect of gravity on an object.
  • appreciate effects of gravity in everyday life
  1. How does gravity affect objects?

In groups, learners to demonstrate the effect of gravity on objects (throwing a ball up, stones raised and released to fall, books tipped to fall from the table.).

In groups learners are guided to define the term gravity.

learners to use digital devices to observe and record the effect of gravity on objects

real objects, see-saw,

pictures, charts, videos, safety boots

Super minds Scie. and Tech Learners Bk. Pg. 124-125

Super minds Scie. and Tech TG Pg. 96

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

3

 

Gravity Effects of gravity on an object

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

  • state the meaning of gravity as force acting on objects
  • Identify the effect of gravity on an object.
  • demonstrate the effect of gravity on objects
  • appreciate effects of gravity in everyday life
  1. How does gravity affect objects?

In groups, learners to demonstrate the effect of gravity on objects (throwing a ball up, stones raised and released to fall, books tipped to fall from the table.).

Learners are guided to define the term gravity.

learners to use digital devices to observe and record the effect of gravity on objects

real objects, see-saw,

pictures, charts, videos, safety boots

Super minds Scie. and Tech Learners Bk. Pg. 124-125

Super minds Scie. and Tech TG Pg. 96

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

4

 

Gravity Effects of gravity on an object

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

  • state the meaning of gravity as force acting on objects
  • demonstrate the effect of gravity on objects
  • appreciate effects of gravity in everyday life
  1. How does gravity affect objects?

In groups, learners are guided to discuss the application of gravity

In groups learners to use digital devices to observe and record the effect of gravity on objects

real objects, see-saw,

pictures, charts, videos, safety boots

Super minds Scie. and Tech Learners Bk. Pg. 124-125

Super minds Scie. and Tech

TG Pg. 96

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

6

1

 

Gravity Application of gravity 

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

  • state the effects of gravity on objects
  • discuss the application of gravity
  • appreciate effects of gravity in everyday life
  1. How does gravity affect objects?

In groups learners are guided to discuss the application of gravity

In groups learners to use digital devices to observe and record the effect of gravity on objects

real objects, see-saw,

pictures, charts, videos, safety

boots

Super minds Scie. and Tech Learners Bk. Pg. 125-126

Super minds Scie. and Tech

TG Pg. 97

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

2

 

Gravity Application of effects of gravity

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

  • state the meaning of gravity as force acting on objects
  • demonstrate the effect of gravity on objects
  • appreciate effects of gravity in everyday life
  1. How does gravity affect objects?

In groups learners are guided to discuss the application of gravity

Learners to use digital devices to observe and record the effect of gravity on objects

real objects, see-saw,

pictures, charts, videos, safety boots

Super minds Scie. and Tech Learners Bk. Pg. 125-126

Super minds Scie. and Tech

TG Pg. 97

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

3

 

Sound energy Producing sounds

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

  • define the term sound energy
  • differentiate between loud and soft sounds produced by objects
  • Develop interest in protecting self against sound pollution.
  1. How do we produce loud and soft sound?
  2. What are the effects of sound pollution?
  3. How do you protect yourself from sound pollution?

Learners to produce sounds using different objects in their locality (Examples: bells, drum, plucking a ruler, plucking strings).

Learners to identify areas with loud sound in their locality.

Pictures, realia

Super minds Scie. and Tech Learners Bk. Pg. 127

Super minds Scie. and Tech TG Pg. 98-99

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

4

 

Sound energy loud and soft

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

  • Define the term sound
  • Classify sound as loud and soft sounds
  • Develop interest in protecting self against sound pollution.
  1. How do we produce loud and soft sound?
  2. What are the effects of sound pollution?
  3. How do you protect yourself from sound pollution?

Learners to discuss and classify the sounds produced as loud and soft sound

Pictures, realia

Super minds Scie. and Tech Learners Bk. Pg. 128

Super minds Scie. and Tech TG Pg. 99-100

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

7

1

 

Sound energy Identifying areas with loud sounds

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

  • Define the term sound pollution
  • explain what is sound pollution in the environment
  • employ measures to protect self from sound pollution
  • Develop interest in protecting self against sound pollution.
  1. How do we produce loud and soft sound?
  2. What are the effects of sound pollution?
  3. How do you protect yourself from sound pollution?

Learners to be guided to discuss the meaning of the term sound pollution.

learners to take precautionary measures to protect self from loud sound ( turn down loud music, using hearing protection, avoid areas with loud sound, sound proof walls

Pictures, realia

Super minds Scie. and Tech

Learners Bk. Pg. 129-130

Super minds Scie. and Tech TG Pg. 100

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

2

 

Sound energy Effects of sound pollution

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

  • explain what is sound pollution in the environment
  • identify effects of loud sounds on health
  • employ measures to protect self from sound pollution
  • Develop interest in protecting self against sound pollution.
  1. How do we produce loud and soft sound?
  2. What are the effects of sound pollution?
  3. How do you protect yourself from sound pollution?

In groups, learners to discuss effects of sound pollution on health and behaviors of human being (hearing loss, lack of concentration, irritability, sleep disturbances, interference with communication )

Pictures, realia

Super minds Scie. and Tech Learners Bk. Pg. 130-132

Super minds Scie. and Tech TG Pg. 100- 101

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

3

 

Sound energy: Making sound cone sound amplifier or ear muffs

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

  • Identify locally available materials for the project
  • Make a sound cone sound amplifier or ear muffs using locally available materials
  • Develop interest in protecting self against sound pollution.
  1. How do we produce loud and soft sound?
  2. What are the effects of sound pollution?
  3. How do you protect yourself from sound pollution?

Project: Learners to make sound cone sound amplifier or ear muffs from locally available materials

Pictures, realia

Super minds Scie. and Tech Learners Bk. Pg. 132-133

Super minds Scie. and Tech TG Pg. 101

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

4

 

Sound energy: Making sound cone sound amplifier or ear muffs

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

  • Identify locally available materials for the project
  • Make a sound cone sound amplifier or ear muffs using locally available materials
  • Develop interest in protecting self against sound pollution.
  1. How do we produce loud and soft sound?
  2. What are the effects of sound pollution?
  3. How do you protect yourself from sound pollution?

Project: Learners to make sound cone sound amplifier or ear muffs from locally available materials

Pictures, realia

Super minds Scie. and Tech Learners Bk. Pg. 132-133

Super minds Scie. and Tech TG Pg. 101

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

8

1

 

Heat transfer Transfer of heat in liquids and Gases

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

  • Define the term convection
  • Demonstrate transfer of heat in liquids and gases.
  • Draw and label the transfer of heat from liquids to gases
  • develop interest in finding out more about convection and radiation
  1. How is heat transferred in liquids and gases?
  2. How is heat transferred where there is no matter?

Learners to perform experiment to demonstrate convection in liquids and gases and record the observation

In groups learners are guided to find the meaning of convection.

In groups learners discuss the application convection in day to day life.

Pictures, realia, videos, digital devices

Super minds Scie. and Tech Learners Bk. Pg. 134-135

Super minds Scie. and Tech TG Pg. 104-

105

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

2

 

Transfer of heat in liquids and Gases

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

  • Define the term convection
  • Demonstrate transfer of heat in liquids and gases.
  • Draw and label the transfer of heat from liquids to gases
  • develop interest in finding out more about convection and radiation
  1. How is heat transferred in liquids and gases?
  2. How is heat transferred where there is no matter?

Learners to perform experiment to demonstrate convection in liquids and gases and record the observation

In groups learners are guided to find the meaning of convection.

In groups learners discuss the application convection in day to day life.

Pictures, realia, videos, digital devices

Super minds Scie. and Tech Learners Bk. Pg. 134-135

Super minds Scie. and Tech TG Pg. 104-

105

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

3

 

Heat transfer Application of convection in daily life

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

  • Demonstrate transfer of heat in liquids and gases.
  • Identify the applications of convection in day to day life.
  • develop interest in finding out more about convection and radiation
  1. How is heat transferred in liquids and gases?
  2. How is heat transferred where there is no matter?

Learners to perform experiment to demonstrate convection in liquids and gases and record the observation

In groups learners discuss the application convection in day to day life.

Pictures, realia, videos, digital devices

Super minds Scie. and Tech Learners Bk. Pg. 137-138

Super minds Scie. and Tech

TG Pg. 105

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

4

 

Heat transfer Transfer of Heat by Radiation

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

  • Define the term radiation
  • demonstrate heat transfer by radiation
  • develop interest in finding out more about convection and radiation
  1. How is heat transferred in liquids and gases?
  2. How is heat transferred where there is no matter?

Learners to perform experiment to demonstrate radiation and record the observation.

In groups learners are guided to find the meaning of radiation

In groups learners discuss the applications of radiation in day to day life.

Pictures, realia, videos, digital devices

Super minds Scie. and Tech Learners Bk. Pg. 138-139

Super minds Scie. and Tech TG Pg. 105-

106

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

9

1

 

Heat transfer through radiation

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

  • Define the term radiation
  • demonstrate heat transfer by radiation
  • develop interest in finding out more about convection and radiation
  1. How is heat transferred in liquids and gases?
  2. How is heat transferred where there is no matter?

Learners to perform experiment to demonstrate radiation and record the observation

In groups learners are guided to find the meaning of radiation

In groups learners discuss the applications of radiation in day to day life.

Pictures, realia, videos, digital devices

Super minds Scie. and Tech Learners Bk. Pg. 138-139

Super minds Scie. and Tech TG Pg. 105-

106

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

2

 

Heat transfer through radiation

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

  • demonstrate heat transfer by radiation
  • Identify applications of radiation in day to day life.
  • develop interest in finding out more about convection and radiation
  1. How is heat transferred in liquids and gases?
  2. How is heat transferred where there is no matter?

Learners to perform experiment to demonstrate radiation and record the observation

In groups learners are guided to find the meaning of radiation

In groups learners discuss the applications of radiation in day to day life.

Pictures, realia, videos, digital devices

Super minds Scie. and Tech Learners Bk. Pg. 138-139

Super minds Scie. and Tech TG Pg. 105-

106

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

3

 

Application of radiation in real life

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

  • Identify applications of radiation in day to day life.
  • Make an improvised solar heater
  • develop interest in finding out more about convection and radiation
  1. How is heat transferred in liquids and gases?
  2. How is heat transferred where there is no matter?

Project: make improvised solar heater.

Pictures, realia, videos, digital devices

Super minds Scie. and Tech Learners Bk. Pg. 138-139

Super minds Scie. and Tech

TG Pg. 105-

106

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

4

 

Making and Improvised Sola Heater

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

  • Identify applications of radiation in day to day life.
  • Make an improvised solar heater
  • develop interest in finding out more about convection and radiation
  1. How is heat transferred in liquids and gases?
  2. How is heat transferred where there is no matter?

Project: make improvised solar heater.

Pictures, realia, videos, digital devices

Super minds Scie. and Tech Learners Bk. Pg. 140-141

Super minds Scie. and Tech

TG Pg. 105-

106

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

10

1

EARTH AND SPACE

Moon Observing different phases of the moon

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

  • Identify the moon in the sky at night
  • Observe the sky at night
  • show curiosity in observing the phases of the moon
  1. How does the appearance of the moon change from time to time?

Learners are guided to Observe and record the different phases of the moon.

Learners to use visual aids and digital devices to observe the different phases of the moon.

visual aids to identify different phases of the moon.

rents learners are observe and record different phases of the moon.

Learners to mount and display different phases of the moon based on their observation for other to see.

Visual aids, Pictures, Realia, Digital devices

Super minds Scie. and Tech Learners Bk. Pg. 142

Super minds Scie. and Tech TG Pg. 109- 110

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

2

 

Moon Identifying different Phases of the moon

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

  • Identify different phases of the moon.
  • Draw and colour the different phases of the moon
  • show curiosity in observing the phases of the moon
  1. How does the appearance of the moon change from time to time?

Learners are guided to observe and record the different phases of the moon.

Learners to use and digital devices to observe the different phases of the moon.

Learners to use visual aids to identify different phases of the moon.

With guidance of the parents learners are observe and record different phases of the moon.

Learners to mount and display different phases of the

moon based on their observation for other to see.

Visual aids, Pictures, Realia, Digital devices

Super minds Scie. and Tech Learners Bk. Pg. 142

Super minds Scie. and Tech TG Pg. 109- 110.

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

3

 

Moon Identifying different Phases of the moon

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

  • Identify different phases of the moon.
  • Draw and colour the different phases of the moon
  • show curiosity in observing the phases of the moon
  1. How does the appearance of the moon change from time to time?

Learners are guided to observe and record the different phases of the moon.

learners to use visual aids and digital devices to observe the different phases of the moon.

Learners to visual aids to identify different phases of the moon.

With guidance of parents learners are observe and record different phases of the moon.

Learners to mount and display different phases of the moon based on their observation for other to see.

Visual aids, Pictures, Realia, Digital devices

Super minds Scie. and Tech Learners Bk. Pg. 142

Super minds Scie. and Tech TG Pg. 109- 110

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

4

 

Moon Recording Different phases of the moon

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

  • Name the different phases of the moon and how they change from time to time
  • Observe and record the different phases of the moon.
  • show curiosity in observing the phases of the moon
  1. How does the appearance of the moon change from time to time?

Learners are guided to observe and record the different phases of the moon.

Learners to use visual aids and digital devices to observe the different phases of the moon.

With guidance of the parent  identify different phases of the moon.

Learners to mount and differents learners are observe and record different phases of the moon.

Learners to mount and display different phases of the moon based on their observation for other to see.

Visual aids, Pictures, Realia, Digital devices

Super minds Scie. and Tech Learners Bk. Pg. 144-145

Super minds Scie. and Tech TG Pg. 110- 111

 

 

 

 

 

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

 

 

 

 

 

 

 

SOCIAL STUDIES  ACTIVITIES. GRADE FIVE  SCHEMES OF WORK

School

Teacher’s Name

Term

Year

 

 

Three

2023

Wk

Lsn

Strand/Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Reflection

1

1

RESOURCES AND ECONOMIC ACTIVITIES

Mining in Kenya: Major minerals

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

  • Identify major minerals found in the Country
  • draw a map of Kenya
  • and locate major minerals
  • appreciate the importance of minerals found in our country

How do we benefit from the minerals found in our country?

Learners are guided to:

  • Brainstorm in pairs and list the minerals found in Kenya
  • (Soda ash, Diatomite , limestone, Salt, petroleum)
  • Identify in groups, minerals found in Kenya using appropriate media
  • Draw a map of Kenya and locate major minerals.
  • Maps
  • Photographs and pictures
  • Flash cards and posters
  • Vetted digital resources, educational computer games
  • Oral Questions
  • Teacher made tests
  • Observation

 

 

2

 

Mining in Kenya: importance of minerals

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

  • examine the importance of minerals in our country
  • discuss problems facing mining in Kenya
  • appreciate the importance of minerals found in our country

How do we benefit from the minerals found in our country?

  • Engage with a resource person on the importance of minerals.
  • Discuss in groups, problems facing mining in Kenya and do class presentations
  • Maps
  • Photographs and pictures
  • Flash cards and posters
  • Vetted digital resources, educational computer games 
  • Oral Questions
  • Teacher made tests
  • Observation

 

 

 

3

 

 

 

Mining in Kenya: importance of minerals

 

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

  • examine the importance of minerals in our country
  • discuss problems facing mining in Kenya
  • appreciate the importance of minerals found in our country

 

How do we benefit from the minerals found in our country?

 

  • Visit a mining site in the locality/use internet to learn more about importance of mining in our country
  • Prepare a report on the
  • visit/internet search and present in class
  • Create posters on importance of mining in Kenya
  • Maps
  • Photographs and pictures
  • Flash cards and posters
  • Vetted digital
  • resources, educational computer games
  • Oral Questions
  • Teacher made tests
  • Observation

 

 

 

2

1

POLITICAL SYSTEMS AND GOVERNAN CE

Leadership and Political Change: Traditional leaders in Kenya

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

  • describe the contributions of selected traditional leaders in the country
  • state the roles of traditional leaders
  • appreciate the role of traditional leaders in the community

Why are traditional leaders important in our community?

Learners are guided to:

  • Brainstorm, in groups on who is a traditional leader
  • Find out from parents/guardians the role of traditional leaders in the community and share in class
  • Observe pictures of selected traditional leaders in Kenya using appropriate media (Kivoi wa Mwendwa and Mekatilili wa Menza)
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

2

 

Leadership and Political Change: Traditional leaders in Kenya

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

  • illustrate the differences and similarities between the selected traditional leaders in Kenya
  • Name some traditional leaders appreciate the role of traditional leaders in the community

Why are traditional leaders important in our community?

  • Gather information in groups, and do a write up on the contributions of selected traditional leaders in Kenya
  • Present their findings in class
  • Illustrate the differences and similarities between the selected traditional leaders in Kenya using charts and display in class
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

3

 

 

Leadership and Political Change: Traditional leaders in Kenya

 

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

  • illustrate the differences and similarities between the selected traditional leaders in Kenya
  • Name some traditional leaders
  • appreciate the role of traditional leaders in the community

Why are traditional leaders important in our community?

  • Collect and creatively display portraits/ pictures of the selected traditional leaders in Kenya
  • Draw, colour and display in class pictures of selected traditional leaders
  • Share with parents/guardians the contributions of traditional leaders in Kenya
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

3

1

 

Early forms of Government

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

  • describe early forms of government among selected communities in Kenya
  • state the source of early forms of government among the Maasai and Ameru
  • appreciate the importance of early forms of governance in our country

How was your community ruled in the past?

Learners are guided to:

  • Brainstorm in pairs on forms of leadership in their community and share in class
  • Use appropriate media to describe early forms of government among the Maasai and Ameru
  • Find out from the library or relevant sources the early forms of government among the Maasai and Ameru
  • Present their findings in class
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

2

 

Early forms of Government

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

  • describe early forms of government among selected communities in Kenya
  • state the source of early forms of government among the Maasai and Ameru
  • appreciate the importance of early forms of governance in our country

How was your community ruled in the past?

Learners are guided to:

  • Brainstorm in pairs on forms of leadership in their community and share in class
  • Use appropriate media to describe early forms of government among the Maasai and Ameru
  • Find out from the library or relevant sources the early forms of government among the Maasai and Ameru
  • Present their findings in class
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

3

 

Similarities and differences in early forms of Government between the Maasai and Ameru

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

  • illustrate the differences and similarities in early forms of government between the Maasai and Ameru
  • role play early forms of government among the Maasai and Ameru
  • appreciate the importance of early forms of governance in our country

How was your community ruled in the past?

  • Develop a chart to illustrate the differences and similarities in early forms of government among the Maasai and the Ameru
  • Create a simple journal on what they have learnt about early forms of government among the Maasai and the Ameru
  • Role play early forms of government among the Maasai or the Ameru
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

4

1

 

Similarities and differences in early forms of Government between the Maasai and Ameru

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

  • illustrate the differences and similarities in early forms of government between the Maasai and Ameru
  • role play early forms of government among the Maasai and Ameru
  • appreciate the importance of early forms of governance in our country

How was your community ruled in the past?

  • Develop a chart to illustrate the differences and similarities in early forms of government among the Maasai and the Ameru
  • Create a simple journal on what they have learnt about early forms of government among the Maasai and the Ameru
  • Role play early forms of government among the Maasai or the Ameru
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

2

 

Similarities and differences in early forms of Government between the Maasai and Ameru

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

  • illustrate the differences and similarities in early forms of government between the Maasai and Ameru
  • role play early forms of government among the Maasai and Ameru
  • appreciate the importance of early forms of governance in our country

How was your community ruled in the past?

  • Develop a chart to illustrate the differences and similarities in early forms of government among the Maasai and the Ameru
  • Create a simple journal on what they have learnt about early forms of government among the Maasai and the Ameru
  • Role play early forms of government among the Maasai or the Ameru
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

3

 

Citizenship in Kenya: Good citizenship

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

  • state how one becomes a Kenyan citizen
  • explain ways in which one may lose Kenyan citizenship
  • citizenship in our country
  • demonstrate good citizenship in Kenya

Who is a Kenyan Citizen?

Learners are guided to;-

  • Find out ways of becoming a Kenyan citizen using digital resources
  • Brainstorm in groups, ways of becoming a Kenyan citizen and share in class.
  • Discuss in pairs, the requirements for dual citizenship in Kenya and share in class.
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

5

1

 

Citizenship in Kenya: Good citizenship

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

  • discuss the requirements for dual citizenship in Kenya
  • develop communication messages on good citizenship in our country
  • demonstrate good citizenship in Kenya

Who is a Kenyan Citizen?

  • Discuss in groups, ways in which one may lose Kenyan citizenship and present in class.
  • Write an essay on what may happen if one lost Kenyan citizenship
  • Create and recite poems on Kenyan citizenship.
  • Sing songs on good Kenyan Citizenship
  • Develop communication messages on good citizenship and share with others in school
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

2

 

Symbols of Nationals Unity

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

  • identify national symbols in Kenya
  • draw and colour the national symbols using locally available materials
  • desire to promote national unity in the country

How can we promote National unity in our country?

Learner are guided to;-

  • Think pair and share national symbols in Kenya. (The Coat of arms. The national flag ,the national anthem and the Public Seal)
  • Use appropriate media to identify the national symbols in Kenya and share with others in class.
  • Draw and colour the national symbols in Kenya using the locally available materials. (The Coat of arms. The national flag and the Public Seal)
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project
  • Work
  • Checklist
  • Portfolio

 

 

3

 

Factors that promote National Unity

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

  • discuss factors which promote national unity in the country
  • sing and write the three stanzas of the National anthem
  • desire to promote national unity in the country

How can we promote National unity in our country?

  • Sing and write down in groups, the three stanzas of the National anthem of Kenya
  • Brainstorm in groups factors which promote national unity in Kenya (National Symbols, National Days and National languages)
  • Use appropriate media to establish factors which promote national unity in Kenya
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources 
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

6

1

 

Factors that promote National Unity

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

  • discuss factors which promote national unity in the country
  • sing and write the three stanzas of the National anthem
  • desire to promote national unity in the country

How can we promote National unity in our country?

  • Find out from parents/ guardians or elders about the National days in Kenya
  • Write a report and share in class about national days in Kenya
  • Share experiences on national days in Kenya
  • Sing songs on national unity
  • Participate in celebration of national days in Kenya
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

2

 

Human rights

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

  • Identify the basic human rights in Kenya
  • explain the importance of human rights in society
  • desire to promote respect for human rights in society

Why is it important to respect human rights?

Learners are guided to:

  • Brainstorm in groups on the meaning of Human Rights and share in class
  • Identify the basic human rights in Kenya using appropriate media and share in class
  • Discuss in groups the importance of human rights in society and do class presentations.
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

3

 

Human rights

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

  • explain the importance of human rights in society
  • create awareness on the importance of respecting human rights in society
  • desire to promote respect for human rights in society

Why is it important to respect human rights?

  • Engage with a resource person on the importance of human rights and write a report
  • Recite poems and sing songs on importance of human rights in society.
  • Develop posters to create awareness on the importance of respecting human rights in society
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

7

1

Governance

in Kenya

Democracy in society: Types of Democracy

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

  • identify types of democracy in Kenya
  • define the term democracy
  • desire to promote democracy in society

How can we

practice democracy in our society?

Learners are guided to:

  • Brainstorm, in pairs to understand the meaning of democracy.
  • Find out types of democracy in Kenya using appropriate media and write short notes (Direct and in direct Democracy)
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral
  • Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

2

 

Benefits of Democracy

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

  • discuss benefits of democracy in society
  • develop posters on benefits of democracy in society
  • desire to promote democracy in society

How can we practice

democracy in our society?

  • Discuss in groups and list the benefits of democracy in society
  • Engage with a resource person on the benefits of democracy in society
  • Find out more about benefits of democracy in society using digital resources/appropriate media
  • Recite poems /sing songs on the importance of democracy in society
  • Participate in democratic processes in society
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher
  • made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

3

 

Electoral Process In Kenya

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

  • explain the importance of voting in Kenya
  • identify the elective political positions in Kenya
  • desire to participate in free and fair elections

Why should we vote?

Learners are guided to:

  • Think pair and share on the meaning of voting
  • Brainstorm in pairs, the importance of voting and share in class.
  • Use digital resources to identify elective political positions in Kenya
  • Engage with a resource person on the voting steps in Kenya and write a report
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

8

1

 

Electoral Process In Kenya

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

  • explain the importance of voting in Kenya
  • identify the elective political positions in Kenya
  • desire to participate in free and fair elections

Why should we vote?

Learners are guided to:

  • Think pair and share on the meaning of voting
  • Brainstorm in pairs, the importance of voting and share in class.
  • Use digital resources to identify elective political positions in Kenya
  • Engage with a resource person on the voting steps in Kenya and write a report
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

2

 

Electoral Process In Kenya

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

  • illustrate the steps of voting in the country
  • identify the elective political positions in Kenya desire to participate in free and fair elections

Why should we vote?

Discuss in groups the voting steps in Kenya

  • Develop a poster on voting steps in Kenya and display in school
  • Role play the voting process in Kenya/elected leaders in Kenya
  • Share with members of the community the voting steps in Kenya
  • Share experiences in class on the elections in Kenya
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

3

 

Electoral Process In Kenya

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

  • illustrate the steps of voting in the country
  • identify the elective political positions in Kenya
  • desire to participate in free and fair elections

Why should we vote?

  • Discuss in groups the voting steps in Kenya
  • Develop a poster on voting steps in Kenya and display in school
  • Role play the voting process in Kenya/elected leaders in Kenya
  • Share with members of the community the voting steps in Kenya
  • Share experiences in class on the elections in Kenya
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

9

1

 

The National Government In Kenya: composition of the three arms of National government

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

  • Describe the composition of the three arms of National Government in Kenya
  • Identify the three arms of Government
  • desire to participate in national governance in the country

What is the work of Government in our country?

Learners are guided to:

  • Brain storm in groups the three arms of National Government in Kenya and share in
  • class (The Executive, The Legislature and The Judiciary)
  • Identify the three arms of government using appropriate media and list them down.
  • Brainstorm in pairs the composition of the National Government in Kenya and share in class
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

2

 

The National Government In Kenya: composition of the three arms of National government

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

  • Describe the composition of the three arms of National Government in Kenya
  • Identify the three arms of Government
  • desire to participate in national governance in the country

What is the work of Government in our country?

Learners are guided to:

  • Brain storm in groups the three arms of National Government in Kenya and share in
  • class (The Executive, The Legislature and The Judiciary)
  • Identify the three arms of government using appropriate media and list them down.
  • Brainstorm in pairs the composition of the National Government in Kenya and share in class
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

3

 

The National Government In Kenya: functions of the three arms of national Government

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

  • illustrate the composition of the three arms of National Government in Kenya
  • explain the functions of the three arms of National Government in Kenya
  • desire to participate in national governance in the country

What is the work of Government in our country?

  • Find out in groups, the composition of the three arms of government in Kenya using relevant sources
  • Illustrate and display in class the composition of the three arms of National Government in Kenya
  • Discuss, in groups functions of the three arms of National Government in Kenya
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

10

1

 

The National Government In Kenya: functions of the three arms of national Government

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

  • illustrate the composition of the three arms of National Government in Kenya
  • explain the functions of the three arms of National Government in Kenya
  • desire to participate in national governance in the country

What is the work of Government in our country?

  • Engage with a resource person on the functions of the three arms of National Government
  • Respond to a worksheet on the functions of the
  • three arms of National Government and share experiences.
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

2-3

ASSESMENT

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

Wk

Ls n

Strand/Th eme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Refl

1

1

GARDENING PRACTICES

Sowing seeds on a nursery bed

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

  1. Establish a nursery bed for vegetables
  2. Demonstrate sowing of seeds on a nursery bed
  3. Appreciate the importance of growing vegetable for nutrition and food security.
  1. What are the gardening practices for vegetables? 
  2. Why should we grow vegetables?
  • In groups, learners to sow vegetable seeds on the prepared nursery bed.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.70-71

MTP Agriculture Grade 5 TG. Pg.112

  • Oral questions
  • Written quizzes
  • Observation

 

 

2

 

Care for vegetable seedlings in the nursery bed

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

  1. Identify gardening practices for vegetables.
  2. Take care of a nursery bed for vegetables
  3. Appreciate the importance of growing vegetable for nutrition and food security.
  1. What are the gardening practices for vegetables? 
  2. Why should we grow vegetables?
  • In groups, learners take care of the established vegetable crop using correct tools and equipment appropriately.
  • In groups, learners take care of the nursery bed (mulching, watering, thinning, uprooting weeds, removing pests and diseased plants)
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.72

MTP Agriculture
Grade 5 TG. Pg. 113-114

  • Oral questions
  • Written quizzes
  • Observation

 

 

3

 

Care for vegetable seedlings in the nursery bed

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

  1. Identify gardening practices for vegetables.
  2. Take care of a nursery bed for vegetables
  3. Appreciate the importance of growing vegetable for nutrition and food security.
  1. What are the gardening practices for vegetables? 
  2. Why should we grow vegetables?
  • In groups, learners take care of the established vegetable crop using correct tools and equipment appropriately.
  • In groups, learners take care of the nursery bed (mulching, watering, thinning, uprooting weeds, removing pests and diseased plants)
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.72

MTP Agriculture Grade 5 TG. Pg. 113-114

  • Oral questions
  • Written quizzes
  • Observation

 

2

 

1

 

 

Preparing the seedbed

for planting

vegetables

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

  1. Take care of a nursery bed for vegetables
  2. Prepare the seedbed for planting vegetables
  3. Appreciate the importance of growing vegetable for nutrition and food security.
  1. What are the gardening practices for vegetables?
  2. Why should we grow vegetables?
  • In groups, learners prepare a suitable nursery bed for planting vegetables.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips
  • MTP Agriculture Grade 5 Leaners Bk. Pg.73

MTP Agriculture Grade 5 TG. Pg. 115-116

  • Oral questions
  • Written quizzes
  • Observation

 

 

2

 

 

 

Procedure

of

transplanti

ng

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

  1. Take care of a nursery bed for vegetables
  2. Transplant seedlings from a vegetable nursery to a suitable site.
  3. Appreciate the importance of growing vegetable for nutrition and food security.
  1. What are the gardening practices for vegetables?
  2. Why should we grow vegetables?
  • In groups, learners transplant vegetable into a prepared seedbed.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.74-75

MTP Agriculture Grade 5 TG. Pg. 117-116

  • Oral questions
  • Written quizzes
  • Observation

 

 

3

 

 

 

 

Procedure

of

transplanti

ng

 

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

  1. Take care of a nursery bed for vegetables
  2. Transplant seedlings from a vegetable nursery to a suitable site.
  3. Appreciate the importance of growing vegetable for nutrition and food security.
  1. What are the gardening practices for vegetables?
  2. Why should we grow vegetables?
  • In groups, learners transplant vegetable into a prepared seedbed.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.74-75

MTP Agriculture Grade 5 TG. Pg.

117-116

  • Oral questions
  • Written quizzes
  • Observation

 

3

 

1

 

 

Selling surplus

vegetable

seedlings

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

  1. Transplant seedlings from a vegetable nursery to a suitable site.
  2. Sell surplus vegetable seedlings to earn income.
  3. Appreciate the importance of growing vegetable for nutrition and food security.
  1. What are the gardening practices for vegetables?
  2. Why should we grow vegetables?
  • Learners to sell surplus vegetables to the community.
  • Learners to assist parents and guardians in the activities for growing vegetables and maintaining tools and equipment at home.
  • Learners to sell surplus vegetables seedlings to the community.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.76

MTP Agriculture Grade 5 TG. Pg. 120-121

  • Oral questions
  • Written quizzes
  • Observation

 

 

2

 

Identifying gardening practices for vegetables

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

  1. Identify gardening practices for vegetables.
  2. Take care of a nursery bed for vegetables
  3. Appreciate the importance of growing vegetable for nutrition and food security.
  1. What are the gardening practices for vegetables? 
  2. Why should we grow vegetables?
  • In groups, learners brainstorm and share experience on gardening such as mulching, watering, thinning, weeding, removal of pests and diseased plants or parts.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.77-78

MTP Agriculture Grade 5 TG. Pg. 121-122

  • Oral questions
  • Written quizzes
  • Observation

 

 

3

 

Taking care of growing vegetable crops

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

  1. Take care of growing vegetable crop after transplanting.
  2. Use correct tools and equipment appropriately in taking care of growing vegetables to ensure safety of self and others
  3. Appreciate the importance of growing vegetable for nutrition and food security.
  1. What are the gardening practices for vegetables? 
  2. Why should we grow vegetables?
  • In groups, learners take care of the established vegetable crop using correct tools and equipment appropriately.
  • In groups, learners take care of the nursery bed (mulching, watering, thinning, uprooting weeds, removing pests and diseased plants)
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.79-80

MTP Agriculture Grade 5 TG. Pg. 122-123

  • Oral questions
  • Written quizzes
  • Observation

 

4

1

 

Identifying vegetables suitable for harvesting

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

  1. Use correct tools and equipment appropriately in taking care of growing vegetables to ensure safety of self and others
  2. Determine appropriate stage of harvesting vegetables.
  3. Appreciate the importance of growing vegetable for nutrition and food security.
  1. What are the gardening practices for vegetables? 
  2. Why should we grow vegetables?
  • In groups, learners to brainstorm on appropriate stage of harvesting vegetables.
  • In groups, learners to harvest vegetables for consumption and nutrition.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.81-82

MTP Agriculture Grade 5 TG. Pg. 124-126

  • Oral questions
  • Written quizzes
  • Observation

 

 

 

2

 

 

 

Harvesting vegetables

 

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

  1. Determine appropriate stage of harvesting vegetables.
  2. Harvest vegetables crops appropriately to avoid damage.
  3. Appreciate the importance of growing vegetable for nutrition and food security.
  1. What are the gardening practices for vegetables? 
  2. Why should we grow vegetables?

 

  • In groups, learners to brainstorm on appropriate stage of harvesting vegetables.
  • In groups, learners to harvest vegetables for consumption and nutrition.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.83

MTP Agriculture Grade 5 TG. Pg. 126-127

  • Oral questions
  • Written quizzes
  • Observation

 

 

 

 

3

 

Keeping consumptio n and sales record

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

  1. Make and keep consumption and sales record
  2. Harvest vegetables crops appropriately to avoid damage.
  3. Appreciate the importance of growing vegetable for nutrition and food security.
  1. What are the gardening practices for vegetables? 
  2. Why should we grow vegetables?
  • In groups, learner brainstorm and share experiences on importance of growing vegetables.
  • Learners to keep record of consumption and sales
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.84

MTP Agriculture Grade 5 TG. Pg. 128-131

  • Oral questions
  • Written quizzes
  • Observation

 

5

1

 

Innovative Gardening: Vertical and Horizontal gardening

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

  1. Distinguish between horizontal and vertical innovative gardening.
  2. Watch a video clip on innovative gardening practices
  3. Show interest in growing of crops using innovative gardening.
  1. How can gardening be done on vertical and horizontal spaces? 
  2. What materials can be used to construct innovative gardens?
  • In groups, learners to brainstorm on the difference between horizontal and vertical innovative gardening.
  • Learners watch or conserve stimulus materials (video clips, pictures, and photographs) on innovative gardening practices showing various crops in innovative gardens (vertical and horizontal gardens)
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.88

MTP Agriculture Grade 5 TG. Pg. 133

  • Oral questions
  • Written quizzes
  • Observation

 

 

 

2

 

 

 

Innovative gardening practices

 

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

  1. Distinguish between horizontal and vertical innovative gardening.
  2. Identify various innovative gardening practices
  3. Show interest in growing of crops using innovative gardening.
  1. How can gardening be done on vertical and horizontal spaces? 
  2. What materials can be used to construct innovative gardens?

 

  • In groups, learners to identify suitable ways and materials (sacks, wails, plastic pipes and plastic bottles) for practicing innovative gardening.
  • In groups, learners to discuss how innovative gardening can be practiced and where they could locate the innovative gardens
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.89-90

MTP Agriculture Grade 5 TG. Pg. 134

  • Oral questions
  • Written quizzes
  • Observation

 

 

 

 

3

 

Innovative gardening practices

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

  1. Distinguish between horizontal and vertical innovative gardening.
  2. Identify various innovative gardening practices
  3. Show interest in growing of crops using innovative gardening.
  1. How can gardening be done on vertical and horizontal spaces? 
  2. What materials can be used to construct innovative gardens?
  • In groups, learners to identify suitable ways and materials (sacks, wails, plastic pipes and plastic bottles) for practicing innovative gardening.
  • In groups, learners to discuss how innovative gardening can be practiced and where they could locate the innovative gardens
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.89-90

MTP Agriculture Grade 5 TG. Pg. 134

  • Oral questions
  • Written quizzes
  • Observation

 

6

1

 

Innovative gardening practices

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

  1. Distinguish between horizontal and vertical innovative gardening.
  2. Identify various innovative gardening practices
  3. Show interest in growing of crops using innovative gardening.
  1. How can gardening be done on vertical and horizontal spaces? 
  2. What materials can be used to construct innovative gardens?
  • In groups, learners to identify suitable ways and materials (sacks, wails, plastic pipes and plastic bottles) for practicing innovative gardening.
  • In groups, learners to discuss how innovative gardening can be practiced and where they could locate the innovative gardens
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.89-90

MTP Agriculture Grade 5 TG. Pg. 134

  • Oral questions
  • Written quizzes
  • Observation

 

 

2

 

Preparing and establishing innovative gardens

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

  1. Prepare innovative gardens for sowing vegetable seeds.
  2. Sow vegetable seeds in the innovative gardens.
  3. Show interest in growing of crops using innovative gardening.
  1. How can gardening be done on vertical and horizontal spaces? 
  2. What materials can be used to construct innovative gardens?
  • In groups, learners prepare innovative gardens for sowing vegetables.
  • In groups, learners to sow vegetables materials in the innovative gardens.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.91-92

MTP Agriculture Grade 5 TG. Pg. 135

  • Oral questions
  • Written quizzes
  • Observation

 

 

 

3

 

 

 

Preparing and establishing innovative gardens

 

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

  1. Prepare innovative gardens for sowing vegetable seeds.
  2. Sow vegetable seeds in the innovative gardens.
  3. Show interest in growing of crops using innovative gardening.
  1. How can gardening be done on vertical and horizontal spaces?
  2. What materials can be used to construct innovative gardens?
  • In groups, learners prepare innovative gardens for sowing vegetables.
  • In groups, learners to sow egetables materials in the innovative gardens.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.91-92

MTP Agriculture Grade 5 TG. Pg. 135

  • Oral questions
  • Written quizzes
  • Observation

 

 

 

7

1

 

Preparing and establishing innovative gardens

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

  1. Prepare innovative gardens for sowing vegetable seeds.
  2. Sow vegetable seeds in the innovative gardens.
  3. Show interest in growing of crops using innovative gardening.
  1. How can gardening be done on vertical and horizontal spaces? 
  2. What materials can be used to construct innovative gardens?
  • In groups, learners prepare innovative gardens for sowing vegetables.
  • In groups, learners to sow vegetables materials in the innovative gardens.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.91-92

MTP Agriculture Grade 5 TG. Pg. 135

  • Oral questions
  • Written quizzes
  • Observation

 

 

2

 

Preparing and establishing innovative gardens

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

  1. Prepare innovative gardens for sowing vegetable seeds.
  2. Sow vegetable seeds in the innovative gardens.
  3. Show interest in growing of crops using innovative gardening.
  1. How can gardening be done on vertical and horizontal spaces? 
  2. What materials can be used to construct innovative gardens?
  • In groups, learners prepare innovative gardens for sowing vegetables.
  • In groups, learners to sow vegetables materials in the innovative gardens.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.91-92

MTP Agriculture Grade 5 TG. Pg. 135

  • Oral questions
  • Written quizzes
  • Observation

 

 

3

 

Importance of innovative gardening

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

  1. Discuss the importance of innovative gardening
  2. Sow vegetable seeds in the innovative gardens.
  3. Show interest in growing of crops using innovative gardening.
  1. How can gardening be done on vertical and horizontal spaces? 
  2. What materials can be used to construct innovative gardens?
  • In groups, learners discuss the importance of innovative gardening.
  • Learners to collaborate with parents and guardians to establish innovative gardens for growing vegetables at home.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.93

MTP Agriculture Grade 5 TG. Pg. 136-137

  • Oral questions
  • Written quizzes
  • Observation

 

8

 

1

 

 

 

Innovative gardening project

 

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

  1. Find information on innovative gardening.
  2. Watch a video clip on
  3. innovative gardening project
  4. Show responsibility in growing crops In innovative gardens at home and school
  1. How can we care for innovative vegetable gardens? 
  2. How are vegetables harvested?

 

  • In groups, learners to use digital and print resources to acquire information on innovative gardening.
  • Learners watch video clip on innovative gardening practices carried out on vegetables.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.94

MTP Agriculture Grade 5 TG. Pg. 138

  • Oral questions
  • Written quizzes
  • Observation

 

 

 

 

2

 

Identifying gardening practices

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

  1. Find information on innovative gardening.
  2. Identify the gardening practices for vegetables in innovative gardens.
  3. Show responsibility in growing crops In innovative gardens at home and school
  1. How can we care for innovative vegetable gardens? 
  2. How are vegetables harvested?
  • In groups, learners discuss and make presentations to share experiences on innovative gardening practices they carried out, harvest and produce made from gardens, importance of innovative gardens and how they resolved encountered challenges.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.94-95

MTP Agriculture Grade 5 TG. Pg. 139-140

  • Oral questions
  • Written quizzes
  • Observation

 

 

3

 

Identifying gardening practices

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

  1. Find information on innovative gardening.
  2. Identify the gardening practices for vegetables in innovative gardens.
  3. Show responsibility in growing crops In innovative gardens at home and school
  1. How can we care for innovative vegetable gardens? 
  2. How are vegetables harvested?
  • In groups, learners discuss and make presentations to share experiences on innovative gardening practices they carried out, harvest and produce made from gardens, importance of innovative gardens and how they resolved encountered challenges.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.94-95

MTP Agriculture Grade 5 TG. Pg. 139-140

  • Oral questions
  • Written quizzes
  • Observation

 

9

1

 

Making a duty schedule

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

  1. Carry out the gardening practices for vegetables in innovative gardens.
  2. Prepare and make a duty schedule for the vegetable gardens
  3. Show responsibility in growing crops In innovative gardens at home and school
  1. How can we care for innovative vegetable gardens? 
  2. How are vegetables harvested?
  • In groups, learners carry out gardening practices in the innovative gardens.
  • Learners to collaborate with parents and guardians to establish innovative vegetable gardens and keep records at home
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.95

MTP Agriculture Grade 5 TG. Pg. 140-141

  • Oral questions
  • Written quizzes
  • Observation

 

 

 

2

 

 

 

Making a duty schedule

 

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

  1. Carry out the gardening practices for vegetables in innovative gardens.
  2. Prepare and make a duty schedule for the vegetable gardens
  3. Show responsibility in growing crops In innovative gardens at home and school
  1. How can we care for innovative vegetable gardens?
  2. How are vegetables harvested?
  • In groups, learners carry out gardening practices in the innovative gardens.
  • Learners to collaborate with parents and guardians to establish innovative vegetable gardens and keep records at home
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.95

MTP Agriculture Grade 5 TG. Pg. 140-141

  • Oral questions
  • Written quizzes
  • Observation

 

 

 

4

 

Photograph records on innovative gardening

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

  1. Carry out the gardening practices for vegetables in innovative gardens.
  2. Store photos records on activities carried out on innovative gardening.
  3. Show responsibility in growing crops In innovative gardens at home and school
  1. How can we care for innovative vegetable gardens? 
  2. How are vegetables harvested?
  • In groups, learner to use digital devices to keep records on vegetable gardening practices such as practices done and dates of the practices, date of harvest and amount of harvest.
  • Learners to make pictorial presentations on the various milestones of the innovative garden projects
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.96

MTP Agriculture Grade 5 TG. Pg. 141-142

  • Oral questions
  • Written quizzes
  • Observation

 

10

1

 

Photograph records on innovative gardening

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

  1. Carry out the gardening practices for vegetables in innovative gardens.
  2. Store photos records on activities carried out on innovative gardening.
  3. Show responsibility in growing crops In innovative gardens at home and school
  1. How can we care for innovative vegetable gardens? 
  2. How are vegetables harvested?
  • In groups, learner to use digital devices to keep records on vegetable gardening practices such as practices done and dates of the practices, date of harvest and amount of harvest.
  • Learners to make pictorial presentations on the various milestones of the innovative garden projects.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.96

MTP Agriculture Grade 5 TG. Pg. 141-142

  • Oral questions
  • Written quizzes
  • Observation

 

 

 

2

 

 

 

Determinin g the right stage of harvesting vegetables

 

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

  1. Determine the appropriate age for harvesting vegetables from the vegetable gardens
  2. Harvest vegetables from innovative gardens.
  3. Show responsibility in growing crops In innovative gardens at home and school
  1. How can we care for innovative vegetable gardens? 
  2. How are vegetables harvested?

 

  • In groups, learners harvest vegetables from innovative gardens.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.97-98

MTP Agriculture Grade 5 TG. Pg. 142-145

  • Oral questions
  • Written quizzes
  • Observation

 

 

 

 

3

 

Determinin g the right stage of harvesting vegetables

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

  1. Determine the appropriate age for harvesting vegetables from the vegetable gardens
  2. Harvest vegetables from innovative gardens.
  3. Show responsibility in growing crops In innovative gardens at home and school
  1. How can we care for innovative vegetable gardens? 
  2. How are vegetables harvested?
  • In groups, learners harvest vegetables from innovative gardens.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.97-98

MTP Agriculture Grade 5 TG. Pg. 142-145

  • Oral questions
  • Written quizzes
  • Observation

 

 

 

 

Thursday, 17 November 2022 07:48

IRE Activities - Grade 5 Schemes of Work Term 1 2023

ISLAMIC RELIGIOUS ACTIVITIES
GRADE 5 SCHEMES OF WORK TERM 1 2023

WEEK LESSON STRAND SUB STRAND SPECIFIC LEARNING OUTCOMES KEY INQUIRY QUESTIONS LEARNING EXPERIENCE LEARNING RESOURCES ASSESSMENT METHODS REFL
 1  1 QUR’AN

Selected Surah: Al-Kauthar

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

  1. Read and memorize the selected surah for spiritual nourishment.
  2. Outline the basic meaning of the selected surah to act as guidance in their daily life.
  3.  Appreciate the Qur’an as the first source of guidance
  1. Why is it important to recite the Qur’an?
  2. What lessons do we learn from the selected surah?
  3. What teachings can Muslims derive from the selected surah?
  4. How can you apply the teachings of the selected surah in your daily life? 
  • Individually/in pairs/ in groups learners are guided to:read the following Hadith on greetings:
  • Learners to listen to teacher/resource person/digital device on the recitation of the selected surah;.
    - Al-Kauthar
  • learners to recite selected surah after listening to the teacher/or the digital devices.
  • re guided to read the selected surah from a digital device/mus-haf/charts.
  • Digital devices, Mus- haf, charts,
  • course books and resource person
  • Portfolio,
  • written assessment,
  • oral assessment
  • anecdotal notes 
  • observation schedule
 
   2   Selected Surah:
Al-Kauthar 

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

  1.  Read and memorize the selected surah for spiritual nourishment.
  2. Outline the basic meaning of the selected surah to act as guidance in their daily life.
  3. Appreciate the Qur’an as the first source of guidance. 

  1. Why is it important to recite the Qur’an?
  2. What lessons do we learn from the selected surah?
  3. What teachings can Muslims derive from the selected surah?
  4. How can you apply the teachings of the selected surah in your daily life? 
  • Individually/in pairs/ in groups learners are guided to: read the following Hadith on greetings:
  • Learners to listen to the teacher/resource person/digital device on the recitation of the selected surah;.
    - Al-Kauthar
  • Learners to recite the selected surah after listening to the teacher/or the digital devices.
  • Learners in pairs/groups are guided to read the selected surah from a digital device/mus-haf/charts.
  •  Digital devices,
  • Mus- haf,
  • charts,
  • course books and
  • resource person 
  • Portfolio,
  • written assessment,
  • oral assessment
  • anecdotal notes 
  • observation schedule
 
   3   Selected Surah:
Al-Kauthar 

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

  1. Outline the basic meaning of the selected surah to act as guidance in their daily life.
  2. Deduce lessons and teachings from the selected surah and apply them in their daily life.
  3. Appreciate the Qur’an as the first source of guidance. 
  1. Why is it important to recite the Qur’an?
  2. What lessons do we learn from the selected surah?
  3. What teachings can Muslims derive from the selected surah?
  4. How can you apply the teachings of the selected surah in your daily life?
  • Learners to practice proper
    pronunciation through listening to digital devices
  • Learners to listen to basic meaning of the selected surah from digital devices and make anecdotal notes
  • in groups learners to discuss the different ways of applying the teachings and lessons learnt from the selected surah
  • Digital devices,
  • Mus-haf,
  • charts,
  • course books 
  • resource person
  •  Portfolio,
  • written assessment,
  • oral assessment
  • anecdotal notes 
  • observation schedule
 
 2  1   Selected Surah:
Al-Kauthar 

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

  1. Outline the basic meaning of the selected surah to act as guidance in their daily life.
  2. Deduce lessons and teachings from the selected surah and apply them in their daily life.
  3. Appreciate the Qur’an as the first source of guidance. 
  1. Why is it important to recite the Qur’an?
  2. What lessons do we learn from the selected surah?
  3. What teachings can Muslims derive from the selected surah?
  4. How can you apply the teachings of the selected surah in your daily life? 
  • Learners t practice proper pronunciation through listening to digital devices
  • Learners to listen to basic meaning of the selected surah from digital devices and make anecdotal notes
  • in groups, learners to discuss the different ways of applying the teachings and lessons learnt from the selected surah 
  • Digital devices,
  • Mus- haf,
  • charts,
  • course books 
  • resource person
  • Portfolio,
  • written assessment,
  • oral assessment
  • anecdotal notes
  • observation schedule
 
   2   Selected Surah: - Al-Maun 

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

  1. Read and memorize the selected surah for spiritual nourishment.
  2. Outline the basic meaning of the selected surah to act as guidance in their daily life.
  3. Appreciate the Qur’an as the first source of guidance. 

  1. Why is it important to recite the Qur’an?
  2. What lessons do we learn from the selected surah?
  3. What teachings can Muslims derive from the selected surah
  4. How can you apply the teachings of the selected surah in your daily life?
  • Individually/in pairs/ in groups learners are guided to: read the following Hadith on greetings:
  • Learners to listen to teacher/resource person/digital device on the recitation of the selected surah;.
    - Al-Maun
  • Learners to recite the selected surah after listening to the teacher/or the digital devices.
  • Learners in pairs/ groups re guided to read the selected surah from a digital device/mus-haf/charts.
  • Learners practice proper pronunciation through listening to digital devices 
  •  Digital devices,
  • Mus- haf,
  • charts,
  • course books 
  • resource person  
  • Portfolio,
  • written assessment,
  • oral assessment
  • anecdotal notes 
  • observation schedule
 
   3   Selected Surah: - Al-Maun 

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

  1. Read and memorize the selected surah for spiritual nourishment.
  2. Outline the basic meaning of the selected surah to act as guidance in their daily life.
  3. Appreciate the Qur’an as the first source of guidance. 

  1. Why is it important to recite the Qur’an?
  2. What lessons do we learn from the selected surah?
  3. What teachings can Muslims derive from the selected surah?
  4. How can you apply the teachings of the selected surah in your daily life? 
  • Individually/in pairs/ in groups learners are guided to: read the following Hadith on greetings:
  • Learners to listen to basic teacher/resource person/digital device on the recitation of the selected surah;.
    - Al-Maun
  • Learners to recite the selected surah after listening to the teacher/or the digital devices.
  • Learners in pairs/ groups are guided to read the selected surah from a digital device/mus-haf/charts.
  • Learners to practice proper pronunciation through listening to digital devices
  • Digital devices,
  • Mus- haf,
  • charts,
  • course books 
  • resource person  
  • Portfolio,
  • written assessment,
  • oral assessment
  • anecdotal notes and
  • observation schedule
 
 3  1   Selected Surah: - Al-Maun 

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

  1. Outline the basic meaning of the selected surah to act as guidance in their daily life.
  2.  Deduce lessons and teachings from the selected surah and apply them in their daily life.
  3. Appreciate the Qur’an as the first source of guidance. 

  1. Why is it important to recite the Qur’an?
  2. What lessons do we learn from the selected surah?
  3. What teachings can Muslims derive from the selected surah?
  4. How can you apply the teachings of the selected surah in your daily life? 
  • Learners to listen to basic meaning of the selected surah from digital devices and make anecdotal notes
  • in groups /pairs learners to discuss the different ways of applying the teachings and lessons learnt from the selected surah 

 

  • Digital devices,
  • Mus- haf,
  • charts,
  • course books 
  • resource person  
  • Portfolio,
  • written assessment,
  • oral assessment
  • anecdotal notes 
  • observation schedule
 
   2   Selected Surah: - Al-Maun 

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

  1. Outline the basic meaning of the selected surah to act as guidance in their daily life.
  2. Deduce lessons and teachings from the selected surah and apply them in their daily life.
  3. Appreciate the Qur’an as the first source of guidance. 
  1. Why is it important to recite the Qur’an?
  2. What lessons do we learn from the selected surah?
  3. What teachings can Muslims derive from the selected surah?
  4. How can you apply the teachings of the selected surah in your daily life?
  • Learners to listen to basic meaning of the selected surah from digital devices and make anecdotal notes
  • in groups, learners to discuss the different ways of applying the teachings and lessons learnt from the selected surah 
  • Digital devices,
  • Mus- haf,
  • charts,
  • course books and resource
  • person 
  • Portfolio,
  • written assessment,
  • oral assessment
  • anecdotal notes 
  • observation schedule
 
   3   Selected Surah: - Al-Quraysh

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

  1. Read and memorize the selected surah for spiritual nourishment.
  2.  Outline the basic meaning of the selected surah to act as guidance in their daily life.
  3. Appreciate the Qur’an as the first source of guidance.  

  1. Why is it important to recite the Qur’an?
  2. What lessons do we learn from the selected surah?
  3. What teachings can Muslims derive from the selected surah?
  4. How can you apply the teachings of the selected surah in your daily life?
  • Individually/in pairs/ in groups learners are guided to:read the following Hadith on greetings:
  • Learners to listen to the teacher/resource person/digital device on the recitation of the selected surah;.
    - Al-Quraysh
  • Learners to recite selected surah after listening to the teacher/or the digital devices.
  • In pairs/groups learners are guided to read the selected surah from a digital device/mus-haf/charts.
  • Learners to practice proper pronunciation through listening to digital devices 
  •  Digital devices,
  • Mus- haf,
  • charts,
  • course books 
  • resource person 
  • Portfolio,
  • written assessment,
  • oral assessment
  • anecdotal notes and
  • observation schedule
 
 4  1   Selected Surah: - Al-Quraysh

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

  1. Read and memorize the selected surah for spiritual nourishment.
  2. Outline the basic meaning of the selected surah to act as guidance in their daily life.
  3. Appreciate the Qur’an as the first source of guidance. 

  1. Why is it important to recite the Qur’an?
  2. What lessons do we learn from the selected surah?
  3. What teachings can Muslims derive from the selected surah?
  4. How can you apply the teachings of the selected surah in your daily life? 
  • Individually/in pairs/ in groups learners are guided to:read the following Hadith on greetings:
  • Learners to listen to teacher/resource person/digital device on the recitation of the selected surah;.
    - Al-Quraysh
  • Learners to recite the selected surah after listening to the teacher/or the digital devices.
  • Learners in pairs/groups are guided to read the selected surah from a digital device/mus-haf/charts.
  • Learners to practice proper pronunciation through listening to digital devices 
  • Digital devices,
  • Mus- haf,
  • charts,
  • course books 
  • resource person  
  • Portfolio
  • written assessment,
  • oral assessment
  • anecdotal notes
  • observation schedule
 
   2   Selected Surah: - Al-Quraysh

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

  1. Outline the basic meaning of the selected surah to act 
  2.  Deduce lessons and teachings from the selected surah and apply them in their daily life.
  3. Appreciate the Qur’an as the first source of guidance.  from digital devices and make anecdotal notes

  1. Why is it important to recite the Qur’an
  2. What lessons do we learn from the selected surah?
  3. What teachings can Muslims derive from the selected surah
  4. How can you apply the teachings of the selected surah in your daily life?
  • In groups learners to recite the selected surah severally to enhance memorization
  • Learners to listen to basic meaning of the selected surah as guidance in their daily life. 
  • in groups learners to discuss the different ways of applying the teachings and lessons learnt from the selected surah 
  • Digital devices,
  • Mus- haf,
  • charts,
  • course books 
  • resource person 
  • Portfolio,
  • written assessment,
  • oral assessment
  • anecdotal notes 
  • observation schedule
 
   3   Selected Surah: - Al-Quraysh

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

  1. Outline the basic meaning of the selected surah to act as guidance in their daily life.
  2. Deduce lessons and teachings from the selected surah and apply them in their daily life.
  3. Appreciate the Qur’an as the first source of guidance.  

  1. Why is it important to recite the Qur’an?
  2. What lessons do we learn from the selected surah?
  3. What teachings can Muslims derive from the selected surah?
  4. How can you apply the teachings of the selected surah in your daily life?
  • In groups learners to recite the selected surah severally to enhance memorization
  • Learners to listen to basic meaning of the selected surah from digital devices and make anecdotal notes
  • in groups learners to discuss the different ways of applying the teachings and lessons learnt from the selected surah 
  • Digital devices,
  • Mus- haf,
  • charts,
  • course books 
  • resource person
  • Portfolio,
  • written assessment,
  • oral assessment
  • anecdotal notes and
  • observation schedule
 
 5  1   Selected Surah: - Al-Fil

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

  1. Read and memorize the selected surah for spiritual nourishment.
  2. Outline the basic meaning of the selected surah to act as guidance in their daily life.
  3. Appreciate the Qur’an as the first source of guidance.  

 

  1. Why is it important to recite the Qur’an?
  2. What lessons do we learn from the selected surah?
  3. What teachings can Muslims derive from the selected surah?
  4. How can you apply the teachings of the selected surah in your daily life?
  • Individually/in pairs/ in groups learners are guided to:read the following Hadith on greetings:
  • Learners to listen to the teacher/resource person/digital device on the recitation of the selected surah;.
    - Al-Fil
  • Learners to recite the selected surah after listening to the teacher/or the digital devices.
  • Learners in pairs/groups are guided to read the selected surah from a digital device/mus-haf/charts. 
  • Digital devices,
  • Mus- haf,
  • charts,
  • course books 
  • resource person 
  • Portfolio,
  • written assessment,
  • oral assessment
  • anecdotal notes and
  • observation schedule
 
   2   Selected Surah: - Al-Fil

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

  1. Read and memorize the selected surah for spiritual nourishment.
  2. Outline the basic meaning of the selected surah to act as guidance in their daily life.
  3. Appreciate the Qur’an as the first source of guidance. 

 

  1. Why is it important to recite the Qur’an?
  2. What lessons do we learn from the selected surah?
  3. What teachings can Muslims derive from the selected surah?
  4. How can you apply the teachings of the selected surah in your daily life?
  • Individually/in pairs/ in groups learners are guided to: read the following Hadith on greetings:
  • Learners to listen to teacher/resource person/digital device on the recitation of the selected surah;.
    - Al-Fil
  • Learners to recite the selected surah after listening to the teacher/or the digital devices.
  • Leaners in pairs/groups are guided to read the selected surah from a digital device/mus-haf/charts.
  • Digital devices,
  • course books  
  • Portfolio
  • written assessment
  • oral assessment
  • anecdotal notes and
  • observation schedule
 
   3   Selected Surah: - Al-Fil 

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

  1. Outline the basic meaning of the selected surah to act as guidance in their daily life.
  2. Deduce lessons and teachings from the selected surah and apply them in their daily life.
  3. Appreciate the Qur’an as the first source of guidance.

  1. Why is it important to recite the Qur’an?
  2. What lessons do we learn from the selected surah?
  3. What teachings can Muslims derive from the selected surah?
  4. How can you apply the teachings of the selected surah in your daily life? 
  • Learners to practice proper pronunciation through listening to digital devices
  • in groups learners to recite the selected surah severally to enhance memorization
  • Learners to listen to basic meaning of the selected surah from digital devices and make anecdotal notes
  • in groups learners to discuss the different ways of applying the teachings and lessons learnt from the selected surah 
  • Digital devices,
  • Mus- haf,
  • charts,
  • course books 
  • resource person  
  • Portfolio,
  • written assessment,
  • oral assessment
  • anecdotal notes and
  • observation schedule
 
 6  1    Selected Surah: - Al-Fil 

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

  1. Outline the basic meaning of the selected surah to act as guidance in their daily life.
  2. Deduce lessons and teachings from the selected surah and apply them in their daily life.
  3. Appreciate the Qur’an as the first source of guidance. 

  1. Why is it important to recite the Qur’an?
  2. What lessons do we learn from the selected surah?
  3. What teachings can Muslims derive from the selected surah?
  4. How can you apply the teachings of the selected surah in your daily life? 
  • Learners to practice proper pronunciation through listening to digital devices
  • in groups learners to recite the selected surah severally to enhance memorization
  • Learners to listen to basic meaning of the selected surah from digital devices and make anecdotal notes
  • in groups , learners to discuss the different ways of applying the teachings and lessons learnt from the selected surah 
  • Digital devices,
  • Mus- haf,
  • charts,
  • course books and
  • resource person • 
  • Portfolio, 
  • written assessment,
  • oral assessment
  • anecdotal notes and
  • observation schedule
 
   2  2 HADITH 

 Hadith on good behaviour 

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

  1. Identify examples of good behaviour from the selected Hadith on character building.
  2. discuss the significance of the selected Hadith in shaping the character of a Muslim
  3. Appreciate the teachings of the Hadith by applying them in day to day life.
  1. Why should we behave well?
  2. What actions show
    that you fear Allah? 
  • Individually/in pairs/ in groups learners are guided to: read the following Hadith on greetings:
  • Learners read from chart/digital devices the Hadith on good behaviour:
  • Fear Allah wherever you are and follow up a bad deed with a good deed, it will wipe it out.
  • And behave well towards other people.” (AlTirmidhi).
  • In pairs, learners identify good behaviour mentioned in the Hadith and present in plenary observation schedule, portfolio
  • Charts & course books, digital
  • devices, resource persons
  • written assessment,
  • oral assessment,
 
  3  

Hadith on good behaviour

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

  1. Identify examples of good behaviour from the selected Hadith on character building.
  2. discuss the significance of the selected Hadith in shaping the character of a Muslim
  3. Appreciate the teachings of the Hadith by applying them in day to day life.
  1. Why should we behave well?
  2. What actions show that you fear Allah?
  • Individually/in pairs/ in groups learners are guided to: read the following Hadith on greetings:
  • Learners to read from chart/digital devices
    the Hadith on good behaviour:
    Fear Allah wherever you are and follow up a bad deed with a good deed, it will wipe it out.
    And behave well towards other people.” (AlTirmidhi).
  • In pairs learners identify good behaviour mentioned in the Hadith and present in plenary observation schedule, portfolio
  •  Charts & course books,
  • digital devices,
  • resource persons

 

  • written assessment,
  • oral assessment,
  • chart/digital devices
 
 7  1   Hadith on good behaviour 

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

  1. Identify examples of good behaviour from the selected Hadith on character building.
  2. discuss the significance of the selected Hadith in shaping the character of a Muslim
  3. Appreciate the teachings of the Hadith by applying them in day to day life.   
  1. Why should we behave well?
  2. What actions show that you fear Allah?
  • Individually/in pairs/ in groups learners are guided to: read the following Hadith on greetings:
  • Learner read from chart/digital devices the Hadith on good behaviour:
  • In pairs learners identify good behaviour mentioned in the Hadith and present in plenary
  • Learners are guided to discuss the teachings and relevance of the Hadith in their daily life. observation schedule, portfolio
  • Learners role play the behaviour mentioned in the Hadith.
  • Charts & course books,
  • digital devices,
  • resource persons
  • written assessment,
  • oral assessment,
 
   2    Hadith on Greeting 


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

  1.  Explain the importance of Islamic greetings in the life of a Muslim.
  2. Practice Islamic greetings so as to promote love and unity in the society.
  3.  Appreciate the use of Islamic greetings in bringing harmony in the society. 
  1.  Why should a Muslim use Islamic greetings?
  •  Individually/in pairs/ in groups learners are guided to:read the following Hadith on greetings:“…. Shall I inform you of something which, if you do, you will love one another? Promote greetings (salaam) amongst yourselves.” (Muslim)
  • Watch and listen to the islamic greetings from digital devices 
  • Charts & course books,
  • digital devices,
  • resource persons 
  • written assessment,
  • oral assessment,
  • observation schedule,
  • portfolio
 
   3   Hadith on Greeting 

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

  1. Explain the importance of Islamic greetings in the life of a Muslim.
  2. Practice Islamic greetings so as to promote love and unity in the society.
  3. Appreciate the use of Islamic greetings in bringing harmony in the society. 
  1. Why should a Muslim use Islamic greetings? 
  • Individually/in pairs/ in groups learners are guided to:read the following Hadith on greetings:“…. Shall I inform you of something which, if you do, you will love one another? Promote greetings (salaam) amongst yourselves.” (Muslim)
  • Watch and listen to the islamic greetings from digital devices
  •  Charts & course books,
  • digital devices,
  • resource persons 
  • written assessment,
  • oral assessment,
  • observation schedule,
  • portfolio
 
 8  1   Hadith on Greeting 

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

  1. Explain the importance of Islamic greetings in the life of a Muslim.
  2. Practice Islamic greetings so as to promote love and unity in the society.
  3. Appreciate the use of Islamic greetings in bringing harmony in the
    society.  
  1. Why should a Muslim use Islamic greetings? 
  • Demonstrate islamic greetings.
  • Discuss the importance of
  • Islamic greetings in the life of a Muslim and make summary notes.
  • Search online and sing Qasida on Islamic greetings
  • Charts & course books,
  • digital devices,
  • resource persons 
  • written assessment,
  • oral assessment,
  • observation schedule,
  • portfolio
 
   2   Hadith on knowledge

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

  1. Read the Hadith as a source of reference in seeking knowledge.
  2. explain the importance of seeking knowledge for the benefit of this world and the Hereafter
  3. Appreciate the teachings of the Hadith by working hard in school.
  1. What can you do to improve your performance in school?
  2. Why is it important toseek knowledge in Islam?
  3. What challenges may hinder one from acquiring education?
  4. What can you do to help the society acquire education?
 
  • In pairs/groups learners are guided to:
    Read from a chart/digital devices the following Hadith on knowledge:
  • Seeking knowledge is obligatory upon every Muslim.” (Al-Tirmidhi).
  • Search online the importance of seeking knowledge and present it in class
  • Discuss ways of improving academic performance in school.
  • Role play the importance of seeking knowledge in the Muslim society portfolio
  • Charts & course books,
  • digital devices
  • resource persons 
  • written assessment,
  • oral assessment,
  • observation schedule,
 
   3   Hadith on knowledge 

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

  1.  Read the Hadith as a source of reference in seeking knowledge.
  2. explain the importance of seeking knowledge for the benefit of this world and the Hereafter
  3. Appreciate the teachings of the Hadith by working hard in school.
  1. What can you do to improve your performance in school?
  2. Why is it important to seek knowledge in Islam?
  3. What challenges may hinder one from acquiring education?
  4. What can you do to help the society acquire education? 
  • In pairs/groups learners are guided to:
    read from a chart/digital devices the following Hadith on knowledge: Seeking knowledge is obligatory upon every Muslim.” (Al-Tirmidhi).
    search online the importance of seeking knowledge and present it in class
  • show ways of improving academic performance in school.
  • play the importance of seeking knowledge in the Muslim society 
  • Charts & course books,
  • digital devices,
  • resource persons 
  • written assessment,
  • oral assessment,
  • observation schedule,
  • portfolio
 
 9  1    Hadith on knowledge 


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

  1. Read the Hadith as a source of reference in seeking knowledge.
  2. explain the importance of seeking knowledge for the benefit of this world and the Hereafter
  3. Appreciate the teachings of the Hadith by working hard in school.



  1. What can you do to improve your performance in school?
  2. Why is it important to seek knowledge in Islam?
  3. What challenges may hinder one from acquiring education?
  4. What can you doto help the society acquire education?
  • In pairs/groups learners are guided to:
    Read from a chart/digital devices the following Hadith on knowledge:
  • Seeking knowledge is obligatory upon every Muslim.” (Al-Tirmidhi).
  • Search online the importance of seeking knowledge and present it in class
  • Discuss ways of improving academic performance in school.
  • play the importance of seeking knowledge in the Muslim society
  • Charts & course books,
  • digital devices,
  • resource persons 
  •  written assessment,
  • oral assessment,
  • observation schedule ,
  • portfolio
 
   2   Hadith on responsible living 

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

  1. Outline five issues that mankind should account for according to the Hadith.
  2. Describe the lessons learnt from the Hadith for character building.
  3. Appreciate the teachings of the Hadith by living responsibly.
  1. How can the youth live responsibly?
  2. How do Muslims earn their wealth?
  3. How do Muslims spend their wealth?
  4. How can knowledge be used to benefit others? 
  • In pairs/small groups, learners are guided to: Read from a chart/digital devices the Hadith on responsible living:
    “The son of Adam will not be dismissed from Allah on the Day of Resurrection until he is questioned about five issues: his life and how he lived it, his youth and how he used it, his wealth and how he earned and spent it, and how he acted on his knowledge.” (Al-Tirmithi) 
  • Charts & course books,
  • digital devices,
  • resource persons 
  • written assessment,
  • oral assessment,
  • observation schedule,
  • portfolio
 
   3   Hadith on responsible living 

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

  1.  Outline five issues that mankind should account for according to the Hadith.
  2. Describe the lessons learnt from the Hadith for character building.
  3. Appreciate the teachings of the Hadith by living responsibly. 
  1. How can the youth live responsibly?
  2. How do Muslims earn their wealth?
  3. How do Muslims spend their wealth?
  4. How can knowledge be used to benefit others? 
  • In pairs/small groups, learners are guided to: Read from a chart/digital devices the Hadith on responsible living:
    “The son of Adam will not be dismissed from Allah on the Day of Resurrection until he is questioned about five issues: his life and how he lived it, his youth and how he used it, his wealth and how he earned and spent it, and how he acted on his knowledge.” (Al-Tirmithi) 
  • Charts & course books,
  • digital devices,
  • resource persons
  • written assessment,
  • oral assessment,
  • observation schedule,
  • portfolio
 
10 ASSESSMENT
Tagged under

HINDU RELIGIOUS ACTIVITIES.
 GRADE 5 SCHEMES OF TERM 3 2023

Wk

Lsn

Strand/Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Refl

1

 

PREPARATIONS

2

1

UTSAV (Festivals)

Significance, rites and rituals, prayers/songs Vaisakhi

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

  • State the significance of celebrating the festivals for the preservation of traditions.
  • Describe the significance behind the ceremonies performed during the festivals
  • Appreciate the value of celebrating festivals for spiritual growth
  1. Why do Buddhists celebrate Vesak and Uposatha?
  2. Why do Sikhs celebrate Vaisakhi?
  3. How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?

Learner could be guided to:

  • Watch videos on how Vaisakhi, Vesak and Uposatha are celebrated
  • participate in the celebration of festivals
  • write essays on how festivals are celebrated
  • Listen to stories/narrate stories about the significance of celebrating festivals
  • Visit places of worship/community hall/archives for celebration and collecting information
  • Sing Shabads and recite mantras in relation to the festivals.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

 

2

 

Significance, rites and rituals, prayers/songs Vaisakhi

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

  • State the significance of celebrating the festivals for the preservation of traditions.
  • Describe the significance behind the ceremonies performed during the festivals
  • Appreciate the value of celebrating festivals for spiritual growth
  1. Why do Buddhists celebrate Vesak and Uposatha?
  2. Why do Sikhs celebrate Vaisakhi?
  3. How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?

Learner could be guided to:

  • Watch videos on how Vaisakhi, Vesak and Uposatha are celebrated
  • Participate in the celebration of festivals
  • Write an essay on how festivals are celebrated listen to stories/narrate stories about the significance of celebrating festivals
  • Visit places of worship/community hall/archives for celebration and collecting information mantras in relation to the festivals.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

 

3

 

 

Significance, rites and rituals,

prayers/song s Vaisakhi 

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

  • State the significance of celebrating the festivals for the preservation of traditions.
  • Describe the significance behind the ceremonies performed during the festivals
  • Appreciate the value of celebrating festivals for spiritual growth
  1. Why do Buddhists celebrate Vesak and Uposatha?
  2. Why do Sikhs celebrate Vaisakhi?
  3. How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?

Learner could be guided to:

  • Watch videos  on how Vaisakhi, Vesak and Uposatha are celebrated
  • Participate in the celebration of festivals
  • Write an essay on how festivals are celebrated
  • Listen to stories/narrate stories about the significance of celebrating festivals
  • Visit places of worship/community hall/archives for celebration and collecting information
  • Sing Shabads and recite mantras in relation to the festivals.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

3

1

 

Significance, rites and rituals, prayers/songs Vaisakhi 

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

  • Describe the significance behind the ceremonies performed during the festivals
  • take part in festivals for social cohesion
  • Appreciate the value of celebrating festivals for spiritual growth
  1. Why do Buddhists celebrate Vesak and Uposatha?
  2. Why do Sikhs celebrate Vaisakhi?
  3. How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?

Learner could be guided to:

  • Watch videos  on how Vaisakhi, Vesak and Uposatha are celebrated
  • Participate in the celebration of festivals
  • Write an essay on how festivals are celebrated
  • Listen to stories/narrate stories about the significance of celebrating festivals
  • Visit places of worship/community hall/archives for celebration and collecting information
  • Sing Shabads and recite mantras in relation to the festivals.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

 

2

 

Significance, rites and rituals, prayers/songs Vaisakhi

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

  • Describe the significance behind the ceremonies performed during the festivals
  • take part in festivals for social cohesion
  • Appreciate the value of celebrating festivals for spiritual growth
  1. Why do Buddhists celebrate Vesak and Uposatha?
  2. Why do Sikhs celebrate Vaisakhi?
  3. How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?

Learner could be guided to:

  • Watch videos  on how Vaisakhi, Vesak and Uposatha are celebrated
  • Participate in the celebration of festivals
  • Write an essay on how festivals are celebrated
  • Listen to stories/narrate stories about the significance of celebrating festivals
  • Visit places of worship/community hall/archives for celebration and collecting information
  • Sing Shabads and recite mantras in relation to the festivals.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

 

3

 

Significance, rites and rituals, prayers/songs Vaisakhi

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

  • Draw different aspects of celebration festivals
  • take part in festivals for social cohesion
  • Appreciate the value of celebrating festivals for spiritual growth
  1. Why do Buddhists celebrate Vesak and Uposatha?
  2. Why do Sikhs celebrate Vaisakhi?
  3. How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?

Learner could be guided to:

  • Watch a video on how Vaisakhi, Vesak and Uposatha are celebrated
  • Participate in the celebration of festivals
  • Write essays on how festivals are celebrated listen to stories/narrate stories about the significance of celebrating festivals
  • Do charity work
  • Take a project on drawing different aspects of celebration of festivals

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

4

1

YOGA (Wholistic wellness)

Physical aspect of Yoga 8.1.1 Pranaayam
Asanas (Breathing

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

  • Describe the types of Pranaayam and Asanas for familiarization
  • Practice Pranaayam and Asanas for physical well being
  • Appreciate the importance of Pranaayam and Asanas for healthy living
  1. Why are asanas important in performing Yoga?
  2. How does Pranayam help in physical wellbeing?
  3. How are aspects of Yoga beneficial to the society?
  4. How is meditation helpful in spiritual growth?

Learner could be guided to:

  • Access Yoga guides using digital devices, like Youtube and demonstrative manuals
  • Correctly perform Sheetali Pranayaam(cooling breath),Sheet kari Paranayaam (hissing breath) and asanas (Bhadra asana, Ardha utrasana, Sasank asana) under the supervision of an able resource person
  • Visit and participate in the celebration of International Yoga day.
  • Practice asanas in pairs and groups to encourage and help each other

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

 

2

 

Bhadra asana, (Ardha utrasana, Sasank asana) (Physical postures)

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

  • Describe the types of Pranaayam and Asanas for familiarization
  • Practice Pranaayam and Asanas for physical well being
  • Appreciate the importance of Pranaayam and Asanas for healthy living
  1. Why are asanas important in performing Yoga?
  2. How does Pranayam help in physical wellbeing?
  3. How are aspects of Yoga beneficial to the society?
  4. How is meditation helpful in spiritual growth?

Learner could be guided to:

  • Access Yoga guides using digital devices, like Youtube and demonstrative manuals
  • Correctly perform Sheetali Pranayaam(cooling breath),Sheet kari Paranayaam (hissing breath) and asanas (Bhadra asana, Ardha utrasana, Sasank asana) under the supervision of an able resource person
  • Visit and participate in the celebration of International Yoga day.
  • Practice asanas in pairs and groups to encourage and help each other

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

 

3

 

Communal aspects of Yoga

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

  • Participate in collaborative activities for the benefit of society
  • Demonstrate a simple meditation technique for spiritual growth
  • Recite Sankalpa mantra for global wellbeing.
  1. Why are asanas important in performing Yoga?
  2. How does Pranayam help in physical wellbeing?
  3. How are aspects of Yoga beneficial to the society?
  4. How is meditation helpful in spiritual growth?

Learner could be guided to:

  • Practice asanas in pairs and groups to encourage and help each other
  • Create a Yoga guidance video using digital devices.
  • Participate in cleanup of school and local community
  • Correctly perform Asanaas meditation under the supervision of a resource person.
  • Recite Sankalpa mantra in small groups.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

5

1

 

Communal aspects of Yoga exercises)

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

  • Participate in collaborative activities for the benefit of society
  • Demonstrate a simple meditation technique for spiritual growth
  • Recite Sankalpa mantra for global wellbeing.
  1. Why are asanas important in performing Yoga?
  2. How does Pranayam help in physical wellbeing?
  3. How are aspects of Yoga beneficial to the society?
  4. How is meditation helpful in spiritual growth?

Learner could be guided to:

  • practice asanas in pairs and
  • groups to encourage and help each other
  • create a Yoga guidance video using digital devices.
  • participate in cleanup of school and local community
  • correctly perform Asanaas meditation under the supervision of a resource person.
  • Recite Sankalpa mantra in small groups.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

 

 

 

2

 

Spiritual aspects of Yoga Meditation Commitment (Sankalp)

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

  • Participate in collaborative activities for the benefit of society
  • Demonstrate a simple meditation technique for spiritual growth
  • Recite Sankalpa mantra for global wellbeing.
  1. Why are asanas important in performing Yoga?
  2. How does Pranayam help in physical wellbeing?
  3. How are aspects of Yoga beneficial to the society?
  4. How is meditation helpful in spiritual growth?

Learner could be guided to:

  • Practice asanas in pairs and groups to encourage and help each other
  • Create a Yoga guidance video using digital devices.
  • Participate in cleanup of school and local community
  • Correctly perform Asanaas meditation under the supervision of a resource person.
  • Recite Sankalpa mantra in small groups.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

 

3

 

Spiritual aspects of Yoga Meditation Commitment (Sankalp)

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

  • Participate in collaborative activities for the benefit of society
  • Demonstrate a simple meditation technique for spiritual growth
  • Recite Sankalpa mantra for global wellbeing.
  1. Why are asanas important in performing Yoga?
  2. How does Pranayam help in physical wellbeing?
  3. How are aspects of Yoga beneficial to the society?
  4. How is meditation helpful in spiritual growth?

Learner could be guided to:

  • practice ice asanas in pairs and groups to encourage and help each other
  • create a Yoga guidance video using digital devices.
  • participate in cleanup of school and local community
  • Correctly perform Asanaas meditation under the supervision of a resource person.
  • Recite Sankalpa mantra in small groups.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

6-

10

 

REVISION/ASSESSMENT     

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:

  1. Identify the nullifiers of saum to safeguard the validity of saum.
  2. differentiate between nullifiers of saum and swalah to strengthen ibadah
  3. appreciate fasting as a means of gaining taqwa (piety)
  1. Why should Muslims observe rules and regulation when fasting?
  2. 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:

  1. differentiate between nullifiers of saum and swalah to strengthen ibadah
  2. Fast while observing the rules and regulations for spiritual growth.
  3. appreciate fasting as a means of gaining taqwa (piety)
  1. Why should Muslims observe rules and regulation when fasting?
  2. 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:

  1. explain the importance of exhibiting patience in their daily life
  2. Practice patience as a virtue necessary for character formation.
  3. Appreciate the virtue of patience as a means earning rewards from Allah.
  1. How do you react when annoyed by your schoolmates?
  2. Why should a Muslim observe patience?
  3. 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:

  1. explain the importance of exhibiting patience in their daily life
  2. Practice patience as a virtue necessary for character formation.
  3. Appreciate the virtue of patience as a means earning rewards from Allah.
  1. How do you react when annoyed by your schoolmates?
  2. Why should a Muslim observe patience?
  3. 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:

  1. Explain the positive and negative effects of social media on the youth.
  2. Outline ways of using social media responsibly to facilitate learning.
  3. use social media responsibly to benefit self and others
  1. How can one use social media positively?
  2. 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:

  1. Explain the positive and negative effects of social media on the youth.
  2. Outline ways of using social media responsibly to facilitate learning.
  3. use social media responsibly to benefit self and others
  1. How can one use social media positively?
  2. 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:

  1. explain the evils of gambling to promote responsible citizenship
  2. state ways of discouraging gambling in the society
  3. appreciate the prohibition of gambling by working hard for halaal (legal) earning
  1. What are the effects of participating in gambling?
  2. 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:

  1. explain the evils of gambling to promote responsible citizenship
  2. state ways of discouraging gambling in the society
  3. appreciate the prohibition of gambling by working hard for halaal (legal) earning
  1. What are the effects of participating in gambling?
  2. 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:

  1. Recite/memorise the selecteddua as a form of ibadah.
  2. apply the teachings of the dua (supplication ) for spiritual nourishment
  3. appreciate the act of supplication as a form of Ibadah (act of worship)
  1. 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:

  1. Recite/memorise the selecteddua as a form of ibadah.
  2. apply the teachings of the dua (supplication ) for spiritual nourishment
  3. appreciate the act of supplication as a form of Ibadah (act of worship)
  1. 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:

  1. apply the teachings of the dua (supplication ) for spiritual nourishment
  2. Explain the importance of the dua to a person seeking knowledge.
  3. appreciate the act of supplication as a form of Ibadah (act of worship)
  1. 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:

  1. describe the etiquette to be observed during Islamic wedding celebrations
  2. Outline un-islamic activities that take place during wedding celebrations.
  3. Appreciate Islamic wedding celebrations as part of Islamic heritage.
  1. 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:

  1. describe the etiquette to be observed during Islamic wedding celebrations
  2. Outline un-islamic activities that take place during wedding celebrations.
  3. Appreciate Islamic wedding celebrations as part of Islamic heritage.
  1. 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:

  1. Outline the rights of neighbours for harmonious living.
  2. Demonstrate the awareness of the rights of neighbours as an act of ibadah.
  3. Appreciate the rights of neighbours as an obligatory act upon a Muslim.
  1. How should Muslims relate with neighbours?
  2. What are the rights of neighbours?
  3. 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:

  1. Outline the rights of neighbours for harmonious living.
  2. Demonstrate the awareness of the rights of neighbours as an act of ibadah.
  3. Appreciate the rights of neighbours as an obligatory act upon a Muslim.
  1. How should Muslims relate with neighbours?
  2. What are the rights of neighbours?
  3. 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:

  1. State the Islamic rules on buying and selling to promote a healthy business society.
  2. State the benefits of observing the Islamic rules on buying and selling.
  3. Observe the Islamic etiquette on buying and selling in day to day life.
  4. appreciate Islamic etiquette on the rules and regulations of buying and selling to earn rewards from Allah (Q83: 1-6)
  1. What should Muslims avoid while buying and selling?
  2. 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:

  1. State the Islamic rules on buying and selling to promote a healthy business society.
  2. State the benefits of observing the Islamic rules on buying and selling.
  3. Observe the Islamic etiquette on buying and selling in day to day life.
  4. appreciate Islamic etiquette on the rules and regulations of buying and selling to earn rewards from Allah (Q83: 1-6)
  1. What should Muslims avoid while buying and selling?
  2. 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:

  1. Narrate the story of the Prophet(s.a.w)’s journey to Taifand its implications on Islamic history.
  2. practise the virtues demonstrated by the Prophet (s.a.w) in his journey to Taif.
  3. Appreciate the virtues demonstrated by the Prophet (s.a.w) while in Taif.
  1. What lessons can Muslims learn from the Prophet (s.a.w)’s journey toTaif?
  2. 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:

  1. Narrate the story of the Prophet(s.a.w)’s journey to Taifand its implications on Islamic history.
  2. practise the virtues demonstrated by the Prophet (s.a.w) in his journey to Taif.
  3. Appreciate the virtues demonstrated by the Prophet (s.a.w) while in Taif.
  1. What lessons can Muslims learn from the Prophet (s.a.w)’s journey toTaif?
  2. 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:

  1. Narrate the story of the Prophet(s.a.w)’s journey to Taifand its implications on Islamic history.
  2. practise the virtues demonstrated by the Prophet (s.a.w) in his journey to Taif.
  3. Appreciate the virtues demonstrated by the Prophet (s.a.w) while in Taif.
  1. What lessons can Muslims learn from the Prophet (s.a.w)’s journey toTaif?
  2. 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:

  1. describe the events that led to the signing of the pledges of Aqabah as part of Islamic history
  2. identify the terms of the pledges of Aqabah for character formation
  3. explain the significance of the pledges of Aqabah in the History of Islam
  1. Why are the pledges of Aqabah important in the life of a Muslim?
  2. 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:

  1. describe the events that led to the signing of the pledges of Aqabah as part of Islamic history
  2. identify the terms of the pledges of Aqabah for character formation
  3. explain the significance of the pledges of Aqabah in the History of Islam
  1. Why are the pledges of Aqabah important in the life of a Muslim?
  2. 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:

  1. describe the events that led to the signing of the pledges of Aqabah as part of Islamic history
  2. identify the terms of the pledges of Aqabah for character formation
  3. explain the significance of the pledges of Aqabah in the History of Islam
  1. Why are the pledges of Aqabah important in the life of a Muslim?
  2. 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:

  1. Narrate the events on the Prophet’s migration to Madina and the major events as part of Islamic Heritage.
  2. Explain the significance of the Prophet (s.a.w)’s journey to Madina as a milestone in Islam.
  3. appreciate the Prophet (s.a.w)’s journey to Madina as the beginning of Islamic civilization
  1. Why did the Prophet (s.a.w) migrate to Madina?
  2. What events took place during the Prophet’s journey to Madinah?
  3. 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:

  1. Narrate the events on the Prophet’s migration to Madina and the major events as part of Islamic Heritage.
  2. Explain the significance of the Prophet (s.a.w)’s journey to Madina as a milestone in Islam.
  3. appreciate the Prophet (s.a.w)’s journey to Madina as the beginning of Islamic civilization
  1. Why did the Prophet (s.a.w) migrate to Madina?
  2. What events took place during the Prophet’s journey to Madinah?
  3. 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:

  1. Narrate the events on the Prophet’s migration to Madina and the major events as part of Islamic Heritage.
  2. Explain the significance of the Prophet (s.a.w)’s journey to Madina as a milestone in Islam.
  3. appreciate the Prophet (s.a.w)’s journey to Madina as the beginning of Islamic civilization
  1. Why did the Prophet (s.a.w) migrate to Madina?
  2. What events took place during the Prophet’s journey to Madinah?
  3. 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:

  1. describe how the Prophet (s.a.w) united theMuhajirun and the Ansar in Madina
  2. Explain the role played by the Ansar in the settlement of Muhajirun in Madina.
  3. develop a desire to maintain Islamic brotherhood as per the teachings of Islam
  1. How did the Prophet (s.a.w) unite the Muhajirun and the Ansar?
  2. 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:

  1. describe how the Prophet (s.a.w) united theMuhajirun and the Ansar in Madina
  2. Explain the role played by the Ansar in the settlement of Muhajirun in Madina.
  3. develop a desire to maintain Islamic brotherhood as per the teachings of Islam
  1. How did the Prophet (s.a.w) unite the Muhajirun and the Ansar?
  2. 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:

  1. describe how the Prophet (s.a.w) united theMuhajirun and the Ansar in Madina
  2. Explain the role played by the Ansar in the settlement of Muhajirun in Madina.
  3. develop a desire to maintain Islamic brotherhood as per the teachings of Islam
  1. How did the Prophet (s.a.w) unite the Muhajirun and the Ansar?
  2. 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

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