Displaying items by tag: grade 5

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Wednesday, 16 November 2022 11:58

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

Wk.

Ls n

Strand/ Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Reflection

THE EARLY LIFE OF JESUS

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

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

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

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

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

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

Oral Questions,
Portfolio
Observation schedules
Written Quizzes

Persistence in

prayer – the story of a friend at midnight

By the end of the Sub strand,

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

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

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

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

Longhorn CRE act. TG. Pg. 85-86

Oral
Questions,
Portfolio
Observation schedules
Written Quizzes

Persistence in

prayer - the story of a friend at midnight

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

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

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

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

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

Longhorn CRE act. TG. Pg. 85-86

Oral
Questions,
Portfolio
Observation schedules
Written Quizzes

Persistence in prayer – the value of friendship

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

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

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

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

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

Longhorn CRE act. TG. Pg. 87-88

Oral Questions,
Portfolio
Observation schedules
Written Quizzes

THE CHURC H

The early Church

– definitions of unity of believers

in the early church

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

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

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

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

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

Longhorn CRE act. TG. Pg. 89-90

Journals
Authentic tasks
Written questions

The early Church

– activities which promoted unity

in the early church

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

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

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

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

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

Longhorn CRE act. TG. Pg. 90-91

Journals
Authentic tasks
Written questions

The early Church

– strategies used

by Christians to promote unity

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

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

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

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

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

Longhorn CRE act. TG. Pg. 91-91

Journals
Authentic tasks
Written questions

The Lords Supper

– Events that took place during the Lord’s supper

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

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

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

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

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

Longhorn CRE act. TG. Pg. 93-94

Journals
Authentic tasks
Written questions

The Lords Supper

– significance of the Lord’s supper

to Christians today

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

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

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

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

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

Longhorn CRE act. TG. Pg. 94-95

Journals
Authentic tasks
Written questions

The Lords Supper- Values acquired during the celebration of

the Eucharist

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

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

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

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

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

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

Longhorn CRE act. TG. Pg. 95-96

Journals
Authentic tasks
Written questions

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

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

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

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

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

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

Longhorn CRE act. TG. Pg. 96-97

Journals
Authentic tasks
Written questions

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

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

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

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

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

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

Longhorn CRE act. TG. Pg. 98

Journals
Authentic tasks
Written questions

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

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

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

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

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

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

Longhorn CRE act. TG. Pg. 98-99

Journals
Authentic tasks
Written questions

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

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

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

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

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

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

Longhorn CRE act. TG. Pg. 99- 100

Journals
Authentic tasks
Written questions

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

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

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

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

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

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

Longhorn CRE act. TG. Pg. 99- 100

Journals
Authentic tasks
Written questions

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

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

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

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

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

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

Longhorn CRE act. TG. Pg. 101- 102

Journals
Authentic tasks
Written questions

CHRIST IAN LIVING

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

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

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

How can you avoid negative peer pressure?

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

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

Longhorn CRE act. TG. Pg. 103- 106

Journals
Authentic tasks
Written questions

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

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

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

How can you avoid negative peer pressure?

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

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

Longhorn CRE act. TG. Pg. 106- 107

Journals
Authentic tasks
Written questions

Human sexuality

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

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

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

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

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

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

Longhorn CRE act. TG. Pg. 108- 110

Journals
Authentic tasks
Written questions

Human sexuality

– Healthy and effects of

unhealthy boy- girl relationship

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

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

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

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

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

Longhorn CRE act. TG. Pg. 110- 112

Journals
Authentic tasks
Written questions

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

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

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

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

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

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

Longhorn CRE act. TG. Pg. 96-97

Journals
Authentic tasks
Written questions

Human sexuality

– Overcoming unhealthy boy – girl relationship

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

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

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

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

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

Longhorn CRE act. TG. Pg. 112- 113

Journals
Authentic tasks
Written questions

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

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

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

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

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

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

Longhorn CRE act. TG. Pg. 113- 114

Journals
Authentic tasks
Written questions

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

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

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

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

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

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

Longhorn CRE act. TG. Pg. 114- 115

Journals
Authentic tasks
Written questions

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

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

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

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

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

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

Longhorn CRE act. TG. Pg. 115- 116

Journals
Authentic tasks
Written questions

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

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

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

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

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

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

Longhorn CRE act. TG. Pg. 117- 118

Journals
Authentic tasks
Written questions

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

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

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

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

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

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

Longhorn CRE act. Learners Bk. Pg. 108

Longhorn CRE act. TG. Pg. 118- 119

Journals
Authentic tasks
Written questions

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

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

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

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

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

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

Longhorn CRE act. TG. Pg. 119- 120

Journals
Authentic tasks
Written questions

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

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

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

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

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

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

Longhorn CRE Act. TG. Pg. 120- 121

Journals
Authentic tasks
Written questions

Appropriate use of Social Media –

Effects of appropriate and inappropriate use of social media

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

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

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

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

Good News Bible, Flash cards, Pictures, Songs,

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

Longhorn CRE act. TG. Pg. 122- 123

Journals
Authentic tasks
Written questions

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

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

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

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

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

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

Longhorn CRE act. TG. Pg. 123- 124

Journals
Authentic tasks
Written questions

Published in Grade 5 Schemes of Work Term 3 2023

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Tuesday, 15 November 2022 12:27

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

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

Published in Grade 5 Schemes of Work Term 3 2023

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Tuesday, 15 November 2022 12:26

Mathematics Activities - Grade 5 Schemes of Work Term 3 2023

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

Tagged under

Tuesday, 15 November 2022 08:08

Mathematics Activities - Grade 5 Schemes of Work Term 2 2023

MATHEMATICS ACTIVITIES.

Wk	Lsn	Strand/Theme	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Ref
1	1	NUMBERS	Fractions	By the end of the sub strand, the learner should be able to; Add fractions with one renaming in different situations Use IT devices for learning more on fractions and for enjoyment Appreciate use of Fractions in real life	Why do we order fractions in real life? Where are fractions used in real life?	In pairs, groups or as individuals add and subtract two fractions by renaming one fraction using equivalent fractions In pairs, groups or as individuals pay digital games involving fractions	Equivalent fraction Board, Circular cut outs, rectangular cut outs, counters	Written exercise, oral questions, observation, group discussion
	2		Fractions	By the end of the sub strand, the learner should be able to; subtract fractions with one renaming in different situations Use IT devices for learning more on fractions and for enjoyment Appreciate use of Fractions in real life	Why do we order fractions in real life? Where are fractions used in real life?	In pairs, groups or as individuals add and subtract two fractions by renaming one fraction using equivalent fractions In pairs, groups or as individuals pay digital games involving fractions	Equivalent fraction Board, Circular cut outs, rectangular cut outs, counters	Written exercise, oral questions, observation, group discussion
	3		Decimals: place value of decimals	By the end of the sub strand, the learner should be able to; Identify place value of decimals up to thousandths in different situations Use IT devices for learning more on fractions and for enjoyment Appreciate use of decimals in real life situations	Where do you use decimals in real life? What is the importance of ordering decimals?	In pairs, groups or as individuals identify place value of decimals up to thousandths using place value chart. In pairs or groups play digital games involving decimals	Place value charts, number cards	Written exercise, oral questions, observation, group discussion
	4		Decimals: place value of decimals	By the end of the sub strand, the learner should be able to; Identify place value of decimals up to thousandths in different situations Use IT devices for learning more on fractions and for enjoyment Appreciate use of decimals in real life situations	Where do you use decimals in real life? What is the importance of ordering decimals?	In pairs, groups or as individuals identify place value of decimals up to thousandths using place value chart. In pairs or groups play digital games involving decimals	Place value charts, number cards	Written exercise, oral questions, observation, group discussion
	5		Decimals: ordering decimals	By the end of the sub strand, the learner should be able to; Order decimals up to thousandths in different situations Use IT devices for learning more on fractions and for enjoyment Appreciate use of decimals in real life situations	Where do you use decimals in real life? What is the importance of ordering decimals?	In pairs, groups or as individuals order decimals up to thousandths from smallest to largest and from largest to smallest In pairs or groups play digital games involving decimals	Place value charts, number cards	Written exercise, oral questions, observation, group discussion
2	1		Decimals: ordering decimals	By the end of the sub strand, the learner should be able to; Order decimals up to thousandths in different situations Use IT devices for learning more on fractions and for enjoyment Appreciate use of decimals in real life situations	Where do you use decimals in real life? What is the importance of ordering decimals?	In pairs, groups or as individuals order decimals up to thousandths from smallest to largest and from largest to smallest In pairs or groups play digital games involving decimals	Place value charts, number cards	Written exercise, oral questions, observation, group discussion
	2		Decimals: adding decimals	By the end of the sub strand, the learner should be able to; Order decimals up to thousandths in different situations Use IT devices for learning more on fractions and for enjoyment Appreciate use of decimals in real life situations	Where do you use decimals in real life? What is the importance of ordering decimals?	In pairs, groups or as individuals order decimals up to thousandths from smallest to largest and from largest to smallest In pairs or groups play digital games involving decimals	Place value charts, number cards	Written exercise, oral questions, observation, group discussion
	3		Decimals: subtracting decimals	By the end of the sub strand, the learner should be able to; Order decimals up to thousandths in different situations Use IT devices for learning more on fractions and for enjoyment Appreciate use of decimals in real life situations	Where do you use decimals in real life? What is the importance of ordering decimals?	In pairs, groups or as individuals order decimals up to thousandths from smallest to largest and from largest to smallest In pairs or groups play digital games involving decimals	Place value charts, number cards	Written exercise, oral questions, observation, group discussion
	4	MEASUREMENT	Length	By the end of the sub strand, the learner should be able to; Use the kilometre (km) as a unit of measuring length in real life Estimate and measure distance in kilometres in real life situations Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
	5		Length	By the end of the sub strand, the learner should be able to; Use the kilometre (km) as a unit of measuring length in real life Estimate and measure distance in kilometres in real life situations Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
3	1		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
	2		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
	3		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
	4		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
	5		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
4	1		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
	2		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
	3		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
	4		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
	5		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
5	1		Area	By the end of the sub strand, the learner should be able to; Use the square centimetre (cm²) as a unit of measuring area in real life. Use IT devices for learning more on area and for enjoyment Appreciate the use of cm² in working out area in real life.	How can you determine the area of different surfaces?	In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm²) In pairs or as individuals play digital games involving area.	Square cut outs, 1 cm squares, 1 m squares	Written exercise, oral questions, observation, group discussion
	2		Area	By the end of the sub strand, the learner should be able to; Use the square centimetre (cm²) as a unit of measuring area in real life. Use IT devices for learning more on area and for enjoyment Appreciate the use of cm² in working out area in real life.	How can you determine the area of different surfaces?	In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm²) In pairs or as individuals play digital games involving area.	Square cut outs, 1 cm squares, 1 m squares	Written exercise, oral questions, observation, group discussion
	3		Area	By the end of the sub strand, the learner should be able to; Use the square centimetre (cm²) as a unit of measuring area in real life. Use IT devices for learning more on area and for enjoyment Appreciate the use of cm² in working out area in real life.	How can you determine the area of different surfaces?	In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm²) In pairs or as individuals play digital games involving area.	Square cut outs, 1 cm squares, 1 m squares	Written exercise, oral questions, observation, group discussion
	4		Area	By the end of the sub strand, the learner should be able to; Use the square centimetre (cm²) as a unit of measuring area in real life. Use IT devices for learning more on area and for enjoyment Appreciate the use of cm² in working out area in real life.	How can you determine the area of different surfaces?	In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm²) In pairs or as individuals play digital games involving area.	Square cut outs, 1 cm squares, 1 m squares	Written exercise, oral questions, observation, group discussion
	5		Area	By the end of the sub strand, the learner should be able to; Use the square centimetre (cm²) as a unit of measuring area in real life. Use IT devices for learning more on area and for enjoyment Appreciate the use of cm² in working out area in real life.	How can you determine the area of different surfaces?	In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm²) In pairs or as individuals play digital games involving area.	Square cut outs, 1 cm squares, 1 m squares	Written exercise, oral questions, observation, group discussion
6	1		Area	By the end of the sub strand, the learner should be able to; Use the square centimetre (cm²) as a unit of measuring area in real life. Use IT devices for learning more on area and for enjoyment Appreciate the use of cm² in working out area in real life.	How can you determine the area of different surfaces?	In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm²) In pairs or as individuals play digital games involving area.	Square cut outs, 1 cm squares, 1 m squares	Written exercise, oral questions, observation, group discussion
	2		Volume	By the end of the sub strand, the learner should be able to; Identify the cubic centimetre (cm³) as a unit of measuring volume in different situations Use IT devices for learning more on volume and for enjoyment Appreciate use of cubic centimetres in measuring volume in real life	Where is volume applicable in real life?	In pairs, groups or as individuals measure the sides of a 1cm cube and identify it as a unit of measuring volume In pairs or as individuals use IT devices to play digital games involving volumes	Cubes, cuboids, videos	Written exercise, oral questions, observation, group discussion
	3		Volume	By the end of the sub strand, the learner should be able to; Identify the cubic centimetre (cm³) as a unit of measuring volume in different situations Use IT devices for learning more on volume and for enjoyment Appreciate use of cubic centimetres in measuring volume in real life	Where is volume applicable in real life?	In pairs, groups or as individuals measure the sides of a 1cm cube and identify it as a unit of measuring volume In pairs or as individuals use IT devices to play digital games involving volumes	Cubes, cuboids, videos	Written exercise, oral questions, observation, group discussion
	4		Volume	By the end of the sub strand, the learner should be able to; Work out volume of cubes and cuboids in cubic centimetres (cm3) in different situations Derive the formula for the volume of cube or cuboid as V= L × W × H practically. Appreciate use of cubic centimetres in measuring volume in real life	Where is volume applicable in real life?	In pairs, groups or as individuals to count number of cubes on the length and multiply by the number in the width and number of layers. The learners to establish the formula for volume (v) of a cube or cuboid as V=L×W×H In pairs or as individuals arrange a number of cubes along the length, width and vary the number of layers In pairs, groups or as individuals count the number of cubes used in activity above and record	Cubes, cuboids, videos	Written exercise, oral questions, observation, group discussion
	5		Volume	By the end of the sub strand, the learner should be able to; Work out volume of cubes and cuboids in cubic centimetres (cm3) in different situations Derive the formula for the volume of cube or cuboid as V= L × W × H practically. Appreciate use of cubic centimetres in measuring volume in real life	Where is volume applicable in real life?	In pairs, groups or as individuals to count number of cubes on the length and multiply by the number in the width and number of layers. The learners to establish the formula for volume (v) of a cube or cuboid as V=L×W×H In pairs or as individuals arrange a number of cubes along the length, width and vary the number of layers In pairs, groups or as individuals count the number of cubes used in activity above and record	Cubes, cuboids, videos	Written exercise, oral questions, observation, group discussion
7	1		Volume	By the end of the sub strand, the learner should be able to; Work out volume of cubes and cuboids in cubic centimetres (cm3) in different situations Derive the formula for the volume of cube or cuboid as V= L × W × H practically. Appreciate use of cubic centimetres in measuring volume in real life	Where is volume applicable in real life?	In pairs or as individuals use IT devices to play digital games involving volumes In pairs or groups establish the total number of cubes represents the volume of the cube or cuboid formed In pairs, groups or as individuals work out the volume of cubes and cuboids in cubic centimetres	Cubes, cuboids, videos	Written exercise, oral questions, observation, group discussion
	2		Volume	By the end of the sub strand, the learner should be able to; Work out volume of cubes and cuboids in cubic centimetres (cm3) in different situations Derive the formula for the volume of cube or cuboid as V= L × W × H practically. Appreciate use of cubic centimetres in measuring volume in real life	Where is volume applicable in real life?	In pairs or as individuals use IT devices to play digital games involving volumes In pairs or groups establish the total number of cubes represents the volume of the cube or cuboid formed In pairs, groups or as individuals work out the volume of cubes and cuboids in cubic centimetres	Cubes, cuboids, videos	Written exercise, oral questions, observation, group discussion
	3		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	4		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	5		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
8	1		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	2		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	3		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	4		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	5		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
9	1		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	2		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	3		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	4		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	5		Mass	By the end of the sub strand, the learner should be able to; Estimate and measure mass in grams in different situations Identify the relationship between the kilogram and the gram in real life situations Appreciate use of kilograms and grams in measuring mass in real life	What is the importance of measuring mass?	In pairs, groups or as individuals estimate and measure mass of items in grams using a beam balance or electronic weighing machine In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g)	Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine	Written exercise, oral questions, observation, group discussion
11	1		Mass	By the end of the sub strand, the learner should be able to; Estimate and measure mass in grams in different situations Identify the relationship between the kilogram and the gram in real life situations Appreciate use of kilograms and grams in measuring mass in real life	What is the importance of measuring mass?	In pairs, groups or as individuals estimate and measure mass of items in grams using a beam balance or electronic weighing machine In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g)	Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine	Written exercise, oral questions, observation, group discussion
	2		Mass	By the end of the sub strand, the learner should be able to; Estimate and measure mass in grams in different situations Identify the relationship between the kilogram and the gram in real life situations Appreciate use of kilograms and grams in measuring mass in real life	What is the importance of measuring mass?	In pairs, groups or as individuals estimate and measure mass of items in grams using a beam balance or electronic weighing machine In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g)	Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine	Written exercise, oral questions, observation, group discussion
	3		Mass	By the end of the sub strand, the learner should be able to; Estimate and measure mass in grams in different situations Identify the relationship between the kilogram and the gram in real life situations Appreciate use of kilograms and grams in measuring mass in real life	What is the importance of measuring mass?	In pairs, groups or as individuals estimate and measure mass of items in grams using a beam balance or electronic weighing machine In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g)	Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine	Written exercise, oral questions, observation, group discussion
	4		Mass	By the end of the sub strand, the learner should be able to; Estimate and measure mass in grams in different situations Identify the relationship between the kilogram and the gram in real life situations Appreciate use of kilograms and grams in measuring mass in real life	What is the importance of measuring mass?	In pairs, groups or as individuals estimate and measure mass of items in grams using a beam balance or electronic weighing machine In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g)	Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine	Written exercise, oral questions, observation, group discussion
	5		Mass	By the end of the sub strand, the learner should be able to; Estimate and measure mass in grams in different situations Identify the relationship between the kilogram and the gram in real life situations Appreciate use of kilograms and grams in measuring mass in real life	What is the importance of measuring mass?	In pairs, groups or as individuals estimate and measure mass of items in grams using a beam balance or electronic weighing machine In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g)	Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine	Written exercise, oral questions, observation, group discussion

Published in Grade 5 Schemes of Work Term 2 2023

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Tuesday, 15 November 2022 08:07

Bookmark Art and Craft Activities - Grade 5 Schemes of Work Term 2 2023

BOOKMARK ART AND CRAFT ACTIVITIES

Wk	Ls n	Strand/The me	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Ref l
1	1	INDEGINOUS KENYAN CRAFT	Weaving:	By the end of the lesson the learner should be able to Observe actual and virtual samples of items made using plain techniques Explain how to prepare stiff materials for weaving Critique own and other’s work	How do you prepare stiff materials for weaving? How do you prepare flexible materials for weaving? How do you ensure the weave structure is compacted during waving process?	Learners guided: In groups to observe actual and virtual samples of items made using plain and twined techniques. In groups to select appropriate natural weaving materials from the locality In groups to prepare the selected natural weaving materials (stiff materials or flexible materials) in groups. Display and talk about own and other’s work	Cutting tools Sisal stripping tools, weaving materials, maize stalk, reeds and twigs Bookmark Art and Craft Learners Bk. Grade 5 Pg. 29 Bookmark Art and Craft Grade 5 TG Pg. 42	Question and answer Portfolio Discussion, Observation Demonstration
	2		Weaving: weaving materials	By the end of the lesson the learner should be able to Observe actual and virtual samples of items made using plain techniques Select and prepare appropriate natural materials from the locality for weaving Critique own and other’s work	How do you prepare stiff materials for weaving? How do you prepare flexible materials for weaving? How do you ensure the weave structure is compacted during waving process?	Learners guided: In groups to observe actual and virtual samples of items made using plain and twined techniques. In groups to select appropriate natural weaving materials from the locality In groups to prepare the selected natural weaving materials (stiff materials or flexible materials) in groups. Display and talk about own and other’s work	Cutting tools Sisal stripping tools, weaving materials, maize stalk, reeds and twigs Bookmark Art and Craft Learners Bk. Grade 5 Pg. 30-32 Bookmark Art and Craft Grade 5 TG Pg. 42-43	Question and answer Portfolio Discussion, Observation Demonstration
2	1		Weaving loom	By the end of the lesson the learner should be able to a. Demonstrate using a weaving loom b. Construct and use a simple weaving loom c. Critique own and other’s work Critique own and other’s work	How do you prepare stiff materials for weaving? How do you prepare flexible materials for weaving? How do you ensure the weave structure is compacted during waving process?	Learners guided: In groups to observe actual and virtual samples of items made using plain and twined techniques. In groups to select appropriate natural weaving materials from the locality In groups to prepare the selected natural weaving materials (stiff materials or flexible materials) in groups. Display and talk about own and other’s work	Cutting tools Sisal stripping tools, weaving materials, maize stalk, reeds and twigs Bookmark Art and Craft Learners Bk. Grade 5 Pg. 33-34 Bookmark Art and Craft Grade 5 TG Pg. 43-44	Question and answer Portfolio Discussion, Observation Demonstration
	2		Weaving loom	By the end of the lesson the learner should be able to Demonstrate using a weaving loom Construct and use a simple weaving loom Critique own and other’s work	How do you prepare stiff materials for weaving? How do you prepare flexible materials for weaving? How do you ensure the weave structure is compacted during waving process?	Learners guided: In groups to observe actual and virtual samples of items made using plain and twined techniques. In groups to select appropriate natural weaving materials from the locality In groups to prepare the selected natural weaving materials (stiff materials or flexible materials) in groups. Display and talk about own and other’s work	Cutting tools Sisal stripping tools, weaving materials, maize stalk, reeds and twigs Bookmark Art and Craft Learners Bk. Grade 5 Pg. 33-34 Bookmark Art and Craft Grade 5 TG Pg. 43-44	Question and answer Portfolio Discussion, Observation Demonstration
3	1		Weaving a mat in two colours using plain and twine technique	By the end of the lesson the learner should be able to Select and prepare appropriate natural materials from the locality for weaving Weave a two-color floor mat using twine techniques for appreciation of indigenous weaving techniques Critique own and other’s work	How do you prepare stiff materials for weaving? How do you prepare flexible materials for weaving? How do you ensure the weave structure is compacted during waving process?	Learners guided: In groups to prepare the selected natural weaving materials (stiff materials or flexible materials) in groups. Individually weave a two colour floor mat using plain and twine techniques. Display and talk about own and other’s work	Cutting tools Sisal stripping tools, weaving materials, maize stalk, reeds and twigs Bookmark Art and Craft Learners Bk. Grade 5 Pg. 34-36 Bookmark Art and Craft Grade 5 TG Pg. 44-46	Question and answer Portfolio Discussion, Observation Demonstration
	2		Weaving a mat in two colours using plain and twine technique	By the end of the lesson the learner should be able to Select and prepare appropriate natural materials from the locality for weaving Weave a two-color floor mat using twine techniques for appreciation of indigenous weaving techniques Critique own and other’s work	How do you prepare stiff materials for weaving? How do you prepare flexible materials for weaving? How do you ensure the weave structure is compacted during waving process?	Learners guided: - In groups to prepare the selected natural weaving materials (stiff materials or flexible materials) in groups. Cutting tools Sisal stripping tools, weaving materials, maize stalk, reeds and twigs	Question and answer Portfolio Discussion, Observation Demonstration Individually weave a two colour floor mat using plain and twine techniques. Display and talk about own and other’s work	Bookmark Art and Craft Learners Bk. Grade 5 Pg. 34-36 Bookmark Art and Craft Grade 5 TG Pg. 44-46
4	1		Leather work: Thonging method	By the end of the lesson the learner should be able to Observe actual or virtual items made from leather and finished using Thonging for inspiration. Define the term thonging Appreciate own and others’ traditional leather work crafts	Why should the Thonging strips be cut to even thickness? How can one ensure tension during Thonging process? Why should the holes on the leather pieces to be joined be evenly spaced? How does one ensure the thongs do not unravel after knotting?	Learner guided : In groups to observe actual and virtual craft items made from leather and finished using Thonging method Individually design a pencil case transfer the design onto the leather and cut along the edges. Prepare the leather thongs to be used in finishing the pencil case.\ Punch holes as required and join the leather pieces using the thongs.	Pencils papers, tracing papers, carbon paper, pen, stiff card or paper, used leather, awl, nails, mallet, blade Bookmark Art and Craft Learners Bk. Grade 5 Pg. 38 Bookmark Art and Craft Grade 5 TG Pg. 49	Question and answer Portfolio Discussion, Observation Demonstration
	2		Leather work: Thonging method – pencil case	By the end of the lesson the learner should be able to State reasons for ensuring tension during the thonging process Design and make pencil case from leather and finish using Thonging and beading for appreciation of indigenous crafts. Appreciate own and others’ traditional leather work crafts	Why should the Thonging strips be cut to even thickness? How can one ensure tension during Thonging process? Why should the holes on the leather pieces to be joined be evenly spaced? How does one ensure the thongs do not unravel after knotting?	Learner guided : In groups to observe actual and virtual craft items made from leather and finished using Thonging method Individually design a pencil case transfer the design onto the leather and cut along the edges. Prepare the leather thongs to be used in finishing the pencil case.\ Punch holes as required and join the leather pieces using the thongs..	Pencils papers, tracing papers, carbon paper, pen, stiff card or paper, used leather, awl, nails, mallet, blade Bookmark Art and Craft Learners Bk. Grade 5 Pg. 39-42 Bookmark Art and Craft Grade 5 TG Pg. 49-52	Question and answer Portfolio Discussion, Observation Demonstration
5	1		Leather work: Thonging method-Thonging method – pencil case	By the end of the lesson the learner should be able to; State reasons for ensuring tension during the thonging process Design and make pencil case from leather and finish using Thonging and beading for appreciation of indigenous crafts. Appreciate own and others’ traditional leather work crafts	Why should the Thonging strips be cut to even thickness? How can one ensure tension during Thonging process? Why should the holes on the leather pieces to be joined be evenly spaced? How does one ensure the thongs do not unravel after knotting?	Learner guided : - In groups to observe actual and virtual craft items made from leather and finished using Thonging method Individually design a pencil case transfer the design onto the leather and cut along the edges. Prepare the leather thongs to be used in finishing the pencil case.\ Punch holes as required and join the leather pieces using the thongs..	Pencils papers, tracing papers, carbon paper, pen, stiff card or paper, used leather, awl, nails, mallet, blade Bookmark Art and Craft Learners Bk. Grade 5 Pg. 39-42 Bookmark Art and Craft Grade 5 TG Pg. 49-52	Question and answer Portfolio Discussion, Observation Demonstration
	2		Leather work: Thonging method - Thonging method – pencil case	By the end of the lesson the learner should be able to Mention reasons why thonging strips be cut to even thickness Design and make pencil case from leather and finish using Thonging and beading for appreciation of indigenous crafts. Decorate leather pencil cases Appreciate own and others’ traditional leather work crafts	Why should the Thonging strips be cut to even thickness? How can one ensure tension during Thonging process? Why should the holes on the leather pieces to be joined be evenly spaced? How does one ensure the thongs do not unravel after knotting?	Learner guided : In groups to observe actual and virtual craft items made from leather and finished using Thonging method Individually design a pencil case transfer the design onto the leather and cut along the edges. Prepare the leather thongs to be used in finishing the pencil case.\ Punch holes as required and join the leather pieces using the thongs. Decorate the leather pencil case by beading.	Pencils papers, tracing papers, carbon paper, pen, stiff card or paper, used leather, awl, nails, mallet, blade Bookmark Art and Craft Learners Bk. Grade 5 Pg. 39-42 Bookmark Art and Craft Grade 5 TG Pg. 49-52	Question and answer Portfolio Discussion, Observation Demonstration
6	1		Pottery: Coil Technique	By the end of the lesson the learner should be able to Discuss actual and virtual articles made from clay using coil technique to appreciate indigenous pottery. Name the techniques used in decorating indigenous pottery Critique own and talk and own and others’ work	What techniques are used to decorate indigenous pottery? How are coils joined when making pots? How are coils made even in pottery making? What determines the shape of a traditional pot?	Learner guided: In groups to discuss actual and virtual articles made from clay using coil technique Individually to model a pot (s) using coil technique. Individually decorate the coil pot(s) using indigenous techniques drawn from the locality. Display and talk about own and others’ work	Clay, water, containers, stick or sharp tool, hollow stick, cutting tool Bookmark Art and Craft Learners Bk. Grade 5 Pg. 44 Bookmark Art and Craft Grade 5 TG Pg. 55	Question and answer Portfolio Discussion, Observation Demonstration What determines the choice of decoration made on a pot?
	2		Pottery: modelling pottery items using coil technique	By the end of the lesson the learner should be able to Discuss actual and virtual articles made from clay using coil technique to appreciate indigenous pottery. Model a pot (s) using coil technique to acquire indigenous pottery skills Critique own and talk and own and others’ work	What techniques are used to decorate indigenous pottery? How are coils joined when making pots? How are coils made even in pottery making? What determines the shape of a traditional pot? What determines the choice of decoration made on a pot?	Learner guided: In groups to discuss actual and virtual articles made from clay using coil technique Individually to model a pot(s) using coil technique. Individually decorate the coil pot(s) using indigenous techniques drawn from the locality. Display and talk about own and others’ work	Clay, water, containers, stick or sharp tool, hollow stick, cutting tool Bookmark Art and Craft Learners Bk. Grade 5 Pg. 45-46 Bookmark Art and Craft Grade 5 TG Pg. 55-57	Question and answer Portfolio Discussion, Observation Demonstration What determines the choice of decoration made on a pot?
7	1		Pottery: Decorating modelled clay articles	By the end of the lesson the learner should be able to Define the term coil technique Decorate the pot (s) using traditional methods drawn from the locality Critique own and talk and own and others’ work	What techniques are used to decorate indigenous pottery? How are coils joined when making pots? How are coils made even in pottery making? What determines the shape of a traditional pot? What determines the choice of decoration made on a pot?	Learner guided: In groups to discuss actual and virtual articles made from clay using coil technique Individually to model a pot(s) using coil technique. Individually decorate the coil pot(s) using indigenous techniques drawn from the locality. Display and talk about own and others’ work	Clay, water, containers, stick or sharp tool, hollow stick, cutting tool Bookmark Art and Craft Learners Bk. Grade 5 Pg. 45-46 Bookmark Art and Craft Grade 5 TG Pg. 55-57	Question and answer Portfolio Discussion, Observation Demonstration What determines the choice of decoration made on a pot?
	2		Pottery: Decorating modelled clay articles	By the end of the lesson the learner should be able to Define the term coil technique Decorate the pot (s) using traditional methods drawn from the locality Critique own and talk and own and others’ work	What techniques are used to decorate indigenous pottery? How are coils joined when making pots? How are coils made even in pottery making? What determines the shape of a traditional pot? What determines the choice of decoration made on a pot?	Learner guided: In groups to discuss actual and virtual articles made from clay using coil technique Individually to model a pot(s) using coil technique. Individually decorate the coil pot(s) using indigenous techniques drawn from the locality. Display and talk about own and others’ work	Clay, water, containers, stick or sharp tool, hollow stick, cutting tool Bookmark Art and Craft Learners Bk. Grade 5 Pg. 45-46 Bookmark Art and Craft Grade 5 TG Pg. 55-57	Question and answer Portfolio Discussion, Observation Demonstration What determines the choice of decoration made on a Question and answer Portfolio Discussion, Observation Demonstrationot?
8	1	Sculpture		By the end of the lesson the learner should be able to Define the term sculpture Discuss the technique used to decorate cooking stick/ladle Display and appreciate own and others’ work	Which technique can we use to decorate a cooking stick/ladle? What determined the choice of decoration made on a cooking stick/ladle?	Learner guided: In groups to observe and identify actual and virtual articles carved from wood. Individually use available materials and tools to carve a cooking stick. Decorate the cooking stick/ladle using any two appropriate traditional techniques such as: *Smoking, polishing, texturing, burning, incising, embossing* Display, talk about and appreciate their own and others’ work	Samples of sculptural forms Samples of cooking sticks ICT devices Bookmark Art and Craft Learners Bk. Grade 5 Pg. 49 Bookmark Art and Craft Grade 5 TG Pg. 60-61	Question and answer Portfolio Discussion, Observation Demonstration
	2		Materials and tools in sculpture	By the end of the lesson the learner should be able to Define the term sculpture Discuss the technique used to decorate cooking stick/ladle Display and appreciate own and others’ work	Which technique can we use to decorate a cooking stick/ladle? What determined the choice of decoration made on a cooking stick/ladle?	Learner guided: In groups to observe and identify actual and virtual articles carved from wood. Individually use available materials and tools to carve a cooking stick. Decorate the cooking stick/ladle using any two appropriate traditional techniques such as: *Smoking, polishing, texturing, burning, incising, embossing* Display, talk about and appreciate their own and others’ work	Samples of sculptural forms Samples of cooking sticks ICT devices Bookmark Art and Craft Learners Bk. Grade 5 Pg. 49 Bookmark Art and Craft Grade 5 TG Pg. 60-61	Question and answer Portfolio Discussion, Observation Demonstration
9	1	Carving a wooden stick or ladle		By the end of the lesson the learner should be able to Carve a wooden cooking stick/ladle using softwood to acquire traditional carving skills Observe safety while using materials Display and appreciate own and others’ work	Which technique can we use to decorate a cooking stick/ladle? What determined the choice of decoration made on a cooking stick/ladle?	Learner guided: In groups to observe and identify actual and virtual articles carved from wood. Individually use available materials and tools to carve a cooking stick. Decorate the cooking stick/ladle using any two appropriate traditional techniques such as: *Smoking, polishing, texturing, burning, incising, embossing* Display, talk about and appreciate their own and others’ work	Samples of sculptural forms Samples of cooking sticks ICT devices Bookmark Art and Craft Learners Bk. Grade 5 Pg. 51 Bookmark Art and Craft Grade 5 TG Pg. 62	Question and answer Portfolio, Discussion, Observation Demonstration
	2	Decorating a wooden cooking stick		By the end of the lesson the learner should be able to Carve a wooden cooking stick/ladle using softwood to acquire traditional carving skills Observe safety while using materials Display and appreciate own and others’ work	Which technique can we use to decorate a cooking stick/ladle? What determined the choice of decoration made on a cooking stick/ladle?	Learner guided: In groups to observe and identify actual and virtual articles carved from wood. Individually use available materials and tools to carve a cooking stick. Decorate the cooking stick/ladle using any two appropriate traditional techniques such as: *Smoking, polishing, texturing, burning, incising, embossing* Display, talk about and appreciate their own and others’ work	Samples of sculptural forms Samples of cooking sticks ICT devices Bookmark Art and Craft Learners Bk. Grade 5 Pg. 53-54 Bookmark Art and Craft Grade 5 TG Pg. 63-64	Question and answer Portfolio, Discussion, Observation Demonstration
10	1	Graphic Design: Letter construction		By the end of the lesson the learner should be able to Observe actual or virtual samples of constructed 3D Roman block letters to familiarization Discuss how Roman block letters are constructed Appreciate own and others lettering	How are Roman block letters constructed? Which tools are used in constructing letters? What do you understand by 3D letters? What methods can be used in decorating letters to enhance 3 dimensional effects?	Learners guide: In groups to observe different types of letters in groups design and cut out stencils of lowercase and uppercase letters. Individually design and construct Roman block letters to write out their names Decorate the letter to create a 3D effect using varied technique for example: *Coloring, painting, cross hatching, dotting, texturing, shading, sticking objects* Display and talk about own and others work	Actual and virtual samples of constructed 2 D and 3 D letters ICT devices Bookmark Art and Craft Learners Bk. Grade 5 Pg. 56-57 Bookmark Art and Craft Grade 5 TG Pg. 67-68	Question and answer Portfolio Discussion, Observation Demonstration
	2	**Graphic Design: Construct a 3 dimensional letters**		By the end of the lesson the learner should be able to Observe actual or virtual samples of constructed 3D Roman block letters to familiarization Discuss how Roman block letters are constructed Appreciate own and others lettering	How are Roman block letters constructed? Which tools are used in constructing letters? What do you understand by 3D letters? What methods can be used in decorating letters to enhance 3 dimensional effects?	Learners guide: In groups to observe different types of letters in groups design and cut out stencils of lowercase and uppercase letters. Individually design and construct Roman block letters to write out their names Decorate the letter to create a 3D effect using varied technique for example: *Coloring, painting, cross hatching, dotting, texturing, shading, sticking objects* Display and talk about own and others work	Plain papers, rulers, pencils, crayons, paint brushes, water colours, poster Bookmark Art and Craft Learners Bk. Grade 5 Pg. 58-59 Bookmark Art and Craft Grade 5 TG Pg. 68-69	Question and answer Portfolio Discussion, Observation Demonstration
11	1	Graphic Design: Construct a 3 dimensional letters		By the end of the lesson the learner should be able to Design and construct 3D Roman block letters to acquire lettering skill Decorate the Roman block letters to create a 3D effect for self-expression Appreciate own and others lettering	How are Roman block letters constructed? Which tools are used in constructing letters? What do you understand by 3D letters? What methods can be used in decorating letters to enhance 3 dimensional effects?	Learners guide: In groups to observe different types of letters in groups design and cut out stencils of lowercase and uppercase letters. Individually design and construct Roman block letters to write out their names Decorate the letter to create a 3D effect using varied technique for example: *Coloring, painting, cross hatching, dotting, texturing, shading, sticking objects* Display and talk about own and others work	Plain papers, rulers, pencils, crayons, paint brushes, water colours, poster Bookmark Art and Craft Learners Bk. Grade 5 Pg. 58-59 Bookmark Art and Craft Grade 5 TG Pg. 68-69	Question and answer Portfolio Discussion, Observation Demonstration
	2	Graphic Design: Decorating letters using various techniques		By the end of the lesson the learner should be able to Design and construct 3D Roman block letters to acquire lettering skill Decorate the Roman block letters to create a 3D effect for self-expression Appreciate own and others lettering	How are Roman block letters constructed? Which tools are used in constructing letters? What do you understand by 3D letters? What methods can be used in decorating letters to enhance 3 dimensional effects?	Learners guide: In groups to observe different types of letters in groups design and cut out stencils of lowercase and uppercase letters. Individually design and construct Roman block letters to write out their names Decorate the letter to create a 3D effect using varied technique for example: *Coloring, painting, cross hatching, dotting, texturing, shading, sticking objects* Display and talk about own and others work	Plain papers, rulers, pencils, crayons, paint brushes, water colours, poster Bookmark Art and Craft Learners Bk. Grade 5 Pg. 59-60 Bookmark Art and Craft Grade 5 TG Pg. 70-71	Question and answer Portfolio Discussion, Observation Demonstration

Published in Grade 5 Schemes of Work Term 2 2023

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Tuesday, 15 November 2022 08:07

Kiswahili Activities - Grade 5 Schemes of Work Term 2 2023

KISWAHILI ACTIVITIES.

Wk	Ls n	Strand/ Theme	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Ref l
1	1	SAA NA MAJIRA: Kuandika	Aina za Insha: Baruapepe	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua nomino katika ngeli ya I-ZI ili kuzitofautisha na nomino katika ngeli nyingine kuandika nomino za ngeli ya I-ZI katika umoja na wingi kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli ya I-ZI Kuchangamkia kutumia nomino za ngeli ya I-ZI katika mawasiliano.	Unazingatia mambo gani unapoandika baruapepe? Ni mambo gani unayoweza kumweleza rafiki yako katika baruapepe?	Ashiriki na wenzake kujadili mada ya baruapepe na vipengele vyake/yale yanayofaa kujumuishwa aandike barua pepe kwa rafiki kwa kuzingatia ubora wa sentensi (sahihi kisarufi, zilizokamilika kimaana, zenye kufuatana kwa kujenga wazo na zenye kuzingatia uakifishi mzuri) kuunda aya ashirikeshe msamiati wa mada lengwa katika baruapepe yake aandike barua pepe na kutuma wenzake na walimu ili waisome na kutathmini	Kielelezo cha insha ya Baruapepe	Kuandika tungo mbalimbali Wanafunzi kufanyiana tathmini Potfolio Shajara Mijadala kuhusu vidokezo vya insha
	2	Sarufi	Umoja na wingi wa nomino: Ngeli I-ZI	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua nomino katika ngeli ya I-ZI ili kuzitofautisha na nomino katika ngeli nyingine kuandika nomino za ngeli ya I-ZI katika umoja na wingi kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli ya I-ZI Kuchangamkia kutumia nomino za ngeli ya I-ZI katika mawasiliano.	1. Je, unajua nomino zipi ambazo hazibadiliki katika umoja na wingi?	Mwanafunzi: Atambua nomino katika ngeli ya I-ZI kwenye kadi, mti maneno, tarakilishi au kapu la maneno (k.v. nguo- nguo, ndizi- ndizi, ndoo-ndoo na nyumbanyumba) Aandike nomino katika ngeli ya I-ZI katika umoja na wingi akiwa peke yake, wawiliwawili au katika vikundi	Tarakilishi/vipakatalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati ✔	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo e) Kazi mradi
	3		Umoja na wingi wa nomino: Ngeli I-ZI	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua nomino katika ngeli ya I-ZI ili kuzitofautisha na nomino katika ngeli nyingine kuandika nomino za ngeli ya I-ZI katika umoja na wingi kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli ya I-ZI Kuchangamkia kutumia nomino za ngeli ya I-ZI katika mawasiliano.	1. Je, unajua nomino zipi ambazo hazibadiliki katika umoja na wingi?	Asikize usomaji wa nomino za ngeli ya I-ZI kutoka kwenye tepurekoda au kinasasauti Aandike mafungu ya maneno yenye yenye nomino za ngeli ya I-ZI katika umoja na wingi ajaze mapango kwa kutumia kwa kutumia viambishi vya ngeli ya I-ZI kwa maandishi ya mkono au kwa tarakilishi.	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo d) Kazi mradi
	4		Umoja na wingi wa sentensi: katika ngeli ya I-ZI	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua nomino katika ngeli ya I-ZI ili kuzitofautisha na nomino katika ngeli nyingine kuandika nomino za ngeli ya I-ZI katika umoja na wingi kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli ya I-ZI Kuchangamkia kutumia nomino za ngeli ya I-ZI katika mawasiliano.	1. Je, unajua nomino zipi ambazo zinaanza kwa herufi U katika umoja?	Asikize usomaji wa nomino za ngeli ya I-ZI kutoka kwenye tepurekoda au kinasasauti Aandike mafungu ya maneno yenye yenye nomino za ngeli ya I-ZI katika umoja na wingi ajaze mapango kwa kutumia kwa kutumia viambishi vya ngeli ya I-ZI kwa maandishi ya mkono au kwa tarakilishi.	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo d) Kazi mradi
2	1		Umoja na wingi wa sentensi: katika ngeli ya I-ZI	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua viambishi vipatanishi vya ngeli ya I- ZI kwenye sentensi kuunda sentensi akitumia nomino za ngeli ya I-ZI katika umoja na wingi akizingatia upatanisho wa kisarufi kuonea fahari matumizi ya ngeli ya I-ZI katika mawasiliano	1. Je, unajua nomino zipi ambazo zinaanza kwa herufi U katika umoja?	Aunde sentensi kwa kutumia nomino ya ngeli ya I-ZI akiwa peke yake au kwa kushirikiana na wenzake.	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo d) Kazi mradi
	2	KUKABI LIANA NA UMASKI NI	Kusikiliza na Kuzungumza: Methali: Methali zinazohusu bidii	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kutambua methali zinazohusu bidii ili kuzitofautisha na aina nyingine za methali kueleza maana na matumizi ya methali mbalimbali zinazohusu bidii katika jamii kutumia methali zinazohusubidii katika mawasiliano kuchangamkia matumizi ya methali katika kuhimiza bidii	1. Je, ni nini umuhimu wa methali katika jamii?	Mwanafunzi: Atambue methali zinazohusu bidii (k.v. mchagua jembe si mkulima, mgagaa na upwa hali wali mkavu, atafutaye hupata, anayejitahidi hufaidi, ukiona vyaelea vimeundwa) katika chati, ubao, vyombo vya kidijitali ajadili maana na matumizi ya methali zinazohusu bidii na wenzake darasani	Chati Michoro na picha Mgeni mwalikwa video) Mti maneno Kapu maneno mbalimbali	Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano Kujibu maswali Maigizo Kutambua k.m. kwenye orodha Mijadala Mazungumzo
	3		Kusikiliza na Kuzungumza: Methali: Methali zinazohusu bidii	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kutambua methali zinazohusu bidii ili kuzitofautisha na aina nyingine za methali kueleza maana na matumizi ya methali mbalimbali zinazohusu bidii katika jamii kutumia methali zinazohusubidii katika mawasiliano kuchangamkia matumizi ya methali katika kuhimiza bidii	1. Je, ni nini umuhimu wa methali katika jamii?	Atoe mifano ya methali zinazohusu bidii Asikilize methali zinazohusu bidii zikitumiwa kupitia vyombo vya kidijitali. Ashirikiane na wenzake katika kukamilisha methali zinazohusu bidii Asakure mtandaoni kwa kusaidiwa na mzazi au mlezi wake ili kupata methali zaidi zinazohusu bidii na matumizi ya methali hizo.	Chati Michoro na picha Mgeni mwalikwa video) Mti maneno Kapu maneno mbalimbali	Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano Kujibu maswali Maigizo Kutambua k.m. kwenye orodha Mijadala Mazungumzo
	4	Kusoma	Kusoma kwa ufahamu: Lugha katika ushairi	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kutambua vina na mizani katika shairi ili kuvibainisha kusoma shairi akizingatia vina, mizani na ujumbe ili kuimarisha ufahamu Achangamkie kusoma shairi akizingatia mapigo ya sauti.	1. Je, ni nini kinachotofautisha mashairi na maandishi mengine?	Mwanafunzi: Atambue vina na mizani katika shairi lililochapisha au la mtandaoni Ajadili vina na mizani katika shairi akiwa na mwenzake au katika kikundi Asirikiane na mwenzake kusoma shairi akizingatia vina, mizani na ujumbe	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Chati Michoro na picha Mgeni mwalikwa video) Mti maneno Kapu maneno mbalimbali	Kutunga sentensi k.m. kwa kutumia msamiati lengwa Kujibu maswali k.m. katika ufahamu Kutoa muhtasari wa ufahamu au matini
3	1		Kusoma kwa ufahamu: Lugha katika ushairi	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kutambua vina na mizani katika shairi ili kuvibainisha kusoma shairi akizingatia vina, mizani na ujumbe ili kuimarisha ufahamu Achangamkie kusoma shairi akizingatia mapigo ya sauti.	1. Je, ni nini kinachotofautisha mashairi na maandishi mengine?	Mwanafunzi: atambue vina na mizani katika shairi lililochapisha au la mtandaoni ajadili mizani katika shairi akiwa na mwenzake au katika kikundi ashirikiane na mwenzake kusoma shairi akizingatia vina, mizani na ujumbe asikilize shairi likisomwa kwa mahadhi kwenye vifaa vya kidijitali au na mgeni mwalikwa na kujadili vina, mizani na ujumbe wake ashirikiane na wenzake kutafuta mashairi mtandaoni na kujadili vina, mizani na ujumbe uliomo	Tarakilishi/vi pakatalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi	Kutunga sentensi k.m. kwa kutumia msamiati lengwa Kujibu maswali k.m. katika ufahamu Kutoa muhtasari wa ufahamu au matini yaliyosomwa Kukariri na kuimba mashairi Kusoma kwa sauti
	2	Kuandika	Insha ya Maelezo	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua insha za maelezo katika matini mbalimbali kuandika insha ya maelezo kwa kufuata kanuni zifaazo Kuchangamkia utunzi mzuri wa insha ili kuimarisha uandishi.	Unazingatia nini unapoandika insha ya 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 Ajadiliane na wenzake kuhusu mambo muhimu yanayojenga mpangilio mzuri wa mawazo katika insha Aandike insha ya maelezo mtandaoni na kuisambaza kwa wenzake na mwalimu ili kuisoma na kuitathmini Awasome wenzake insha aliyoandika ili kuitolea maoni.	asikilize shairi likisomwa kwa mahadhi kwenye vifaa vya kidijitali au na mgeni mwalikwa na kujadili vina, mizani na ujumbe wake ashirikiane na wenzake kutafuta mashairi mtandaoni na kujadili vina, mizani na ujumbe uliomo Kielelezo cha insha ya maelezo	Kuandika tungo mbalimbali Wanafunzi kufanyiana tathmini Potfolio Shajara Mijadala kuhusu vidokezo vya insha
	3		Insha ya Maelezo	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua insha za maelezo katika matini mbalimbali kuandika insha ya maelezo kwa kufuata kanuni zifaazo Kuchangamkia utunzi mzuri wa insha ili kuimarisha uandishi.	Unazingatia nini unapoandika insha ya maelezo?	Aandike insha ya maelezo (k.v. Jinsi ninavyoweza kuchangia kukabiliana na umaskini nyumbani, Maskini alivyogeuka kuwa tajiri, Jinsi elimu ilivyosaidia kumaliza umaskini, jinsi matumizi bora ya pesa yanasaidia kumaliza umaskini, jinsi ulipaji ushuru unasaidia kukabiliana na umaskini) isiyopungua maneno 150 kwa kuzingatia anwani, mpangilio mzuri wa mawazo, hati safi, tahajia, kanuni za kisarufi, uakifishaji mwafaka na kwa lugha ya kiubunifu unaojumuisha methali na nahau alizojifunza awali	Kielelezo cha insha ya masimulizi Kielelezo cha insha ya maelezo Kielelezo cha insha ya wasifu Nakala ya barua ya kirafiki Nakala ya barua rasmi	Kuandika tungo mbalimbali Wanafunzi kufanyiana tathmini Potfolio Shajara Mijadala kuhusu vidokezo vya insha
	4	Sarufi	Umoja na Wingi wa Nomino: Ngeli ya U-ZI	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua nomino katika ngeli ya U-ZI kuandika nomino za ngeli ya U-ZI katika umoja na wingi kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya U-ZI Kuchangamkia kutumia nomino za ngeli ya U-ZI katika mawasiliano.	Je, ni nomino zipi hupatikana katika ngeli ya U-ZI?	Mwanafunzi: Atambue nomino katika ya U-ZI kwenye kadi, mti wa maneno, tarakilishi au kapu la maneno (k.m. UziNyuzi, Ukuta-Kuta, Uta- Nyuta, ubavu-mbavu, wakatinyakati, ukucha-kucha na ufunguo- funguo, wimbonyimbo)	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo d) Kazi mradi
4	1		Umoja na Wingi wa Nomino: Ngeli ya U-ZI	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua nomino katika ngeli ya U-ZI kuandika nomino za ngeli ya U-ZI katika umoja na wingi kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya U-ZI Kuchangamkia kutumia nomino za ngeli ya U-ZI katika mawasiliano.	1. Je, ni nomino zipi hupatikana katika ngeli ya U-ZI?	Andike mino katika ngeli ya U-ZI katika umoja nawingi akiwa peke yake, wawiliwawili au katika vikundi Asiikilize usomaji wa nomino za ngeli ya U-ZI kutoka kwenye tepurekoda au kinasasauti Andike mafungu ya maneno yenye nomino za ngeli ya U-ZI katika umoja na wingi Ajaze pengo kwa kutumia viambishi vya ngeli ya U-ZI kwa maandishi ya mkono au kwa tarakilishi.	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo d) Kazi mradi
	2		Umoja na wingi wa sentensi: Ngeli ya U-ZI	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua nomino katika ngeli ya U-ZI kuandika nomino za ngeli ya U-ZI katika umoja na wingi kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya U-ZI Kuchangamkia kutumia nomino za ngeli ya U-ZI katika mawasiliano.	1. Je, nomino za ngeli ya U-ZI huchukua viambishi vipatanishi gani ?	Andike mino katika ngeli ya U-ZI katika umoja nawingi akiwa peke yake, wawiliwawili au katika vikundi Asiikilize usomaji wa nomino za ngeli ya U-ZI kutoka kwenye tepurekoda au kinasasauti Andike mafungu ya maneno yenye nomino za ngeli ya U-ZI katika umoja na wingi Ajaze pengo kwa kutumia viambishi vya ngeli ya U-ZI kwa maandishi ya mkono au kwa tarakilishi.	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo d) Kazi mradi
	3	MAADILI	Kusikiliza na kuzungumza: Matamshi Bora: Ushairi	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kukariri shairi kwa kuzingatia matamshi na mahadhi mbalimbali kueleza maana ya msamiati uliotumiwa katika shairi kutumia msamiati uliotumiwa katika shairi kuboresha masiliano kuonyesha ufahamu wa ujumbe katika shairi kwa kujibu maswali Kuchangamkia ushairi kama njia ya kujieleza kwa ufasaha.	1. Ushairi unaweza kuboresha mazungumzo yako vipi?	Mwanafunzi: Akariri shairi kuhusu mada lengwa (maadili) kwa kuzingatia matamshi na mahadhi mbalimbali Asikilize shairi lengwa lengwa likikaririwa au kuimbwa na mwalimu, mgeni mwalikwa (mghani) au kupitia vifaa vya kidijitali ashirikiane na wenzake kukariri au kuimba shairi kwa mahadhi mbalimbali	Chati Michoro na picha Mgeni mwalikwa video) Mti maneno Kapu maneno Vitabu mbalimbali	Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano Kujibu maswali Maigizo Kutambua k.m. kwenye orodha Mijadala Mazungumzo
	4		Kusikiliza na kuzungumza: Matamshi Bora: Ushairi	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kukariri shairi kwa kuzingatia matamshi na mahadhi mbalimbali kueleza maana ya msamiati uliotumiwa katika shairi kutumia msamiati uliotumiwa katika shairi kuboresha masiliano kuonyesha ufahamu wa ujumbe katika shairi kwa kujibu maswali Kuchangamkia ushairi Kama njia ya kujieleza Kwa ufasaha.	Ushairi unaweza kuboresha mazungumzo yako vipi?	Atambue msamiati uliotumika katika ushairi kuhusu maadili (k.m. haki, usawa, heshima na uwajibikaji) na kuueleza akiwa peke yake au kwa kushirikiana na wenzake ashirikiane na wenzake kujadili ujumbe katika shairi ajibu maswali yanayotokana na shairi alilosikiliza, aliloimba au kukariri	Chati Michoro na picha Mgeni mwalikwa video) Mti maneno Kapu maneno Vitabu mbalimbali	Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano Kujibu maswali Maigizo Kutambua k.m. kwenye orodha Mijadala Mazungumzo
5	1	Kusoma	Kusoma kwa Mapana: Makala	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: Kutambua makala ya kusoma katika maktaba ili kuimarisha uchaguzi bora wa Makala kusoma makala mbalimbali ili kujenga ufasaha wa lugha kufurahia kusoma makala mbalimbali ili kujenga ufasaha wa lugha	Unapenda kusoma makala ya aina gani? Ni ujumbe upi uliopata kwenye makala uliyowahi kusoma?	Mwanafunzi: Achague makala atakayosoma katika maktaba e makala ya aina mbalimbali yakujichagulia liane na wenzake kuhusu makala aliyoyasoma na alichojifunza kutokana na makala hayo Atumie kamusi kupata maana za msamiati uliotumika katika makala. Asaidiwe na mzazi au mlezi wake kupata makala zaidi na kuyasoma ili kujenga mazoea ya usomaji.	Tarakilishi/vi pakatalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi	Kutunga sentensi k.m. kwa kutumia msamiati lengwa Kujibu maswali k.m. katika ufahamu Kutoa muhtasari wa ufahamu au matini yaliyosomwa Kukariri na kuimba mashairi Kusoma kwa sauti
	2		Kusoma kwa Mapana: Makala	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: Kutambua makala ya kusoma katika maktaba ili kuimarisha uchaguzi bora wa Makala kusoma makala mbalimbali ili kujenga ufasaha wa lugha kufurahia kusoma makala mbalimbali ili kujenga ufasaha wa lugha	Unapenda kusoma makala ya aina gani? Ni ujumbe upi uliopata kwenye makala uliyowahi kusoma?	Mwanafunzi: Achague makala atakayosoma katika maktaba e makala ya aina mbalimbali ya kujichagulia liane na wenzake kuhusu makala aliyoyasoma na alichojifunza kutokana na makala hayo Atumie kamusi kupata maana za msamiati uliotumika katika makala. Asaidiwe na mzazi au mlezi wake kupata makala zaidi na kuyasoma ili kujenga mazoea ya usomaji.	Tarakilishi/vi pakatalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi	Kutunga sentensi k.m. kwa kutumia msamiati lengwa Kujibu maswali k.m. katika ufahamu Kutoa muhtasari wa ufahamu au matini yaliyosomwa Kukariri na kuimba mashairi Kusoma kwa sauti
	3	Kuandi ka	Kuandika Insha: Insha za Wasifu	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kutambua vipengele vya kimuundo vya insha za wasifu kuandika insha ya wasifu kwa kuzingatia muundo na mtindo ufaao kufurahia uandishi wa insha za wasifu ili kukuza stadi ya kuandika	1. Unazingatia nini unapoandika insha ya wasifu?	Mwanafunzi: Atazame makala za insha za wasifu kwenye chapa au kwenye tarakilishi. Atambue vipengele muhimu vya kimuundo kama vile kichwa, mwili, hitimisho Ajadili na wenzake kuhusu kinachoweza kuandikiwa katika insha ya wasifu (k.v. mtu,kitu, mnyama na mahali)	Kielelezo cha insha ya wasifu	Kuandika tungo mbalimbali Wanafunzi kufanyiana tathmini Potfolio Shajara Mijadala kuhusu vidokezo vya insha
	4		Kuandika Insha: Insha za Wasifu	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kutambua vipengele vya kimuundo vya insha za wasifu kuandika insha ya wasifu kwa kuzingatia muundo na mtindo ufaao kufurahia uandishi wa insha za wasifu ili kukuza stadi ya kuandika	1. Unazingatia nini unapoandika insha ya wasifu?	Ajadili na wenzake kuhusu mada mbalimbali zinazoweza kutungiwa insha za wasifu k.m. mwanafunzi mwadilifu, mtu aliyeshinda tuzo kwa wadilifu wake n.k. Andike insha ya wasifu isiyopungua maneno 150 daftarini au kwenye tarakilishi. Aasome wenzake kuhusu aliyoiandika ili kuitathmini	Kielelezo cha insha ya wasifu	Kuandika tungo mbalimbali Wanafunzi kufanyiana tathmini Potfolio Shajara Mijadala kuhusu vidokezo vya insha
6	1	Sarufi	Umoja na Wingi wa Nomino: Ngeli ya U-YA	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua nomino katika ngeli ya UYA ili kuzitofautisha na nomino katika ngeli nyingine kuandika nomino za ngeli ya U-YA katika umoja na wingi Kuchangamkia kutumia nomino za ngeli ya U-YA katika mawasiliano.	1.Je, ni nomino zipi hupatikana katika ngeli ya U-YA?	Mwanafunzi: Atambue nomino katika ya U-YA kwenye kadi, mti wa maneno, tarakilishi au kapu la maneno (kama vile upishi, ulezi, ugonjwa) aandike nomino katika ngeli ya U-YA katika umoja na wingi akiwa peke yake, wawiliwawili au katika vikundi Asikilize usomaji wa nomino za ngeli ya U-YA kutoka kwenye tepurekoda au kinasa sauti	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo d) Kazi mradi
	2		Umoja na Wingi wa Nomino: Ngeli ya U-YA	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kuandika nomino za ngeli ya U-YA katika umoja na wingi kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli ya U- YA Kuchangamkia kutumia nomino za ngeli ya U-YA katika mawasiliano.	Je, ni nomino zipi hupatikana katika ngeli ya U-YA?	Mwanafunzi: Asikilize usomaji wa nomino za ngeli ya U-YA kutoka kwenye tepurekoda au kinasa sauti Aandikemafungu ya meneno yenye nomino za ngeli ya UYA katika umoja na wingi ajaze mapengo kwa kutumia viambishi vya ngeli ya U-YA kwa maandishi ya mkono au kwa tarakilishi	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo d) Kazi mradi
	3		Umoja na wingi wa sentensi: Ngeli ya U-YA	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua viambishi vipatanishi vya ngeli ya U- YA kwenye sentensi kuunda sentensi akitumia nomino za ngeli ya U-YA katika umoja na wingi akizingatia upatanisho wa kisarufi kufurahia matumizi ya ngeli ya U-YA katika mawasiliano	1. Je, nomino za ngeli ya U-YA huchukua viambishi gani katika sentensi?	Mwanafunzi: Atambue viambishi vya ngeli ya U-YA katika sentensi kwa kuvipigia mstari daftarini mwake au kuvikoleza rangi katika tarakilishi Atumie nomino za ngeli ya U-YA katika sentensi akiwa peke yake, wawiliwawili au katika vikundi	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo d) Kazi mradi
	4		Umoja na wingi wa sentensi: Ngeli ya U-YA	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua viambishi vipatanishi vya ngeli ya U- YA kwenye sentensi kuunda sentensi akitumia nomino za ngeli ya U-YA katika umoja na wingi akizingatia upatanisho wa kisarufi kufurahia matumizi ya ngeli ya U-YA katika mawasiliano	1. Je, nomino za ngeli ya U-YA huchukua viambishi gani katika sentensi?	Asikize usomaji wa sentensi zilizoundwa kutokana na nomino za ngeli ya U-YA kutoka kwenye tepurekoda au kinasa sauti aunde sentensi kwa kutumia nomino ya ngeli ya UYA akiwa peke yake au kwa kushirikiana na wengine ajaze mapango kwa kutumia viambishi vya ngeli ya U-YA kwa maandishi ya mkono au tarakilishi	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo d) Kazi mradi
7	1	ELIMU YA MAZIN GIRA	Kusikiliza na Kuzungumza: Nahau: Nahau za usafi na mazingira	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua nahau za usafi na mazingira katika matini mbalimbali kufafanua maana ya nahau mbalimbali za kazi na ushirikiano kwa kutoa mifano kutumia nahau za usafi na mazingira katika mawasiliano Kuthamini matumizi ya nahau za usafi na mazingira katika mawasiliano.	Je, ni nahau zipi zinahusu usafi? Je, ni nahau zipi zinahusu mazingira?	Mwanafunzi: Atambue nahau za usafi na mazingira (k.v. angua kucha, penga kamasi, piga deki, piga mswaki, chokonoa meno, futa vumbi) katika chati, michoro, picha, vikapu maneno, mti maneno, chati, kamusi na katika vyombo vya kidijitali Ashiriki katika kujadili na wenzake maana za nahau za usafi na mazingira na kutoa mifano	Chati Michoro na picha Mgeni mwalikwa(video) Mti maneno Kapu maneno	Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano Kujibu maswali Maigizo Kutambua k.m. kwenye orodha Mijadala Mazungumzo
	2		Kusikiliza na Kuzungumza: Nahau: Nahau za usafi na mazingira	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua nahau za usafi na mazingira katika matini mbalimbali kufafanua maana ya nahau mbalimbali za kazi na ushirikiano kwa kutoa mifano kutumia nahau za usafi na mazingira katika mawasiliano Kuthamini matumizi ya nahau za usafi na mazingira katika mawasiliano.	Je, ni nahau zipi zinahusu usafi? Je, ni nahau zipi zinahusu mazingira?	Kutumia nahau za usafi au mazingira kutunga sentensi akiwa pekee au kwa kushirikiana na wenzake ashirikiane na wenzake kujaza mapengo katika sentensi kwa kutumia nahau mwafaka kwenye zoezi la ubaoni, vitabuni au katika tarakilishi.	Chati Michoro na picha Mgeni mwalikwa(video) Mti maneno Kapu maneno Vitabu mbalimbali	Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano Kujibu maswali Maigizo Kutambua k.m. kwenye orodha Mijadala Mazungumzo
	3	Kusoma	Kusoma kwa Mapana: Matini	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kutambua matini anazotaka kusoma kwenye maktaba kusoma matini ili kufaidika na ujumbe na lugha inayotumiwa kufurahia usomaji wa matini za aina mbalimbali ili kujenga utamaduni wa kusoma	Unapenda kusoma matini ya aina gani? Ni vipi unavyoweza kupata matini ya kusoma? Kusoma aina mbalimbali za matini kuna umuhimu gani?	Mwanafunzi: Atambue aina mbalimbali za matini (kama vile vitabu, magazeti, na majarida) kwenye maktaba, tarakilishi au kadi za katalogi. Achague matini atakvyosoma Asome matini kimyakimya ili kupata ujumbe uliopo na kufaidi matumizi ya lugha. Asimulie ujumbe kutokana na matini alizosoma kwa wenzake. Ajadiliane na wenzake matini alizosoma ili kuchochea hamu ya usomaji wa mapana miongoni mwao.	Tarakilishi/vi pakatalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi	Kutunga sentensi k.m. kwa kutumia msamiati lengwa Kujibu maswali k.m. katika ufahamu Kutoa muhtasari wa ufahamu au matini yaliyosomwa Kukariri na kuimba mashairi Kusoma kwa sauti
	4		Kusoma kwa Mapana: Matini	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kutambua matini anazotaka kusoma kwenye maktaba kusoma matini ili kufaidika na ujumbe na lugha inayotumiwa kufurahia usomaji wa matini za aina mbalimbali ili kujenga utamaduni wa kusoma	Unapenda kusoma matini ya aina gani? Ni vipi unavyoweza kupata matini ya kusoma? Kusoma aina mbalimbali za matini kuna umuhimu gani?	Mwanafunzi: Atambue aina mbalimbali za matini (kama vile vitabu, magazeti, na majarida) kwenye maktaba, tarakilishi au kadi za katalogi. Achague matino atakavyosoma Asome i kimyakimya ili kupata ujumbe uliopo na kufaidi matumizi ya lugha. Asimulie ujumbe kutokana na matini alizosoma kwa wenzake. Ajadiliane na a wenzake matini alizosoma ili kuchochea hamu ya usomaji wa mapana miongoni mwao.	Tarakilishi/vi pakatalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi	Kutunga sentensi k.m. kwa kutumia msamiati lengwa Kujibu maswali k.m. katika ufahamu Kutoa muhtasari wa ufahamu au matini yaliyosomwa Kukariri na kuimba mashairi Kusoma kwa sauti
8	1		Kusoma kwa Mapana: Matini	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kutambua matini anazotaka kusoma kwenye maktaba kusoma matini ili kufaidika na ujumbe na lugha inayotumiwa kufurahia usomaji wa matini za aina mbalimbali ili kujenga utamaduni wa kusoma	Unapenda kusoma matini ya aina gani? Ni vipi unavyoweza kupata matini ya kusoma? Kusoma aina mbalimbali za matini kuna umuhimu gani?	Achague matino atakavyosoma Asome i kimyakimya ili kupata ujumbe uliopo na kufaidi matumizi ya lugha. Asimulie ujumbe kutokana na matini alizosoma kwa wenzake. Ajadiliane na a wenzake matini alizosoma ili kuchochea hamu ya usomaji wa mapana miongoni mwao.	Tarakilishi/vi pakatalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi	Kutunga sentensi k.m. kwa kutumia msamiati lengwa Kujibu maswali k.m. katika ufahamu Kutoa muhtasari wa ufahamu au matini yaliyosomwa Kukariri na kuimba mashairi Kusoma kwa sauti
	2	Kuandika	Insha ya Maelezo	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kutambua insha za maelezo katika matini mbalimbali kuandika insha ya maelezo kwa kuzingatia muundo na mtindo ufaao kuchangamkia utungaji wa insha za maelezo ili kuimarisha uandishi bora	1. Je, ni shughuli gani zinazoweza kuandikiwa insha za maelezo?	Mwanafunzi: atambue vifungu vya insha za maelezo vilivyoandikwa kwenye matini mbalimbali au tarakilishi (k.v. maelezo kuhusu upandaji wa miche, kusafisha darasa, kufua nguo, kuzuia mmomonyoko wa udongo, kupanda miti) achague zake kujadili mada ya insha na muundo wa insha ya maelezo	Kielelezo cha insha ya maelezo	Kuandika tungo mbalimbali Wanafunzi kufanyiana tathmini Potfolio Shajara Mijadala kuhusu vidokezo vya insha
	3		Insha ya Maelezo	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kutambua insha za maelezo katika matini mbalimbali kuandika insha ya maelezo kwa kuzingatia muundo na mtindo ufaao kuchangamkia utungaji wa insha za maelezo ili kuimarisha uandishi bora	1. Je, ni shughuli gani zinazoweza kuandikiwa insha za maelezo?	Andike insha ya maelezo isiyopungua maneno 150 akizingatia anwani, mpangilio mzuri wa mawazo, hati safi, tahajia, kanuni za kisarufi, uakifishaji mwafaka na kwa lugha ya kiubunifu unaojumuisha methali na nahau alizojifunza awali atunge insha ya maelezo mtandaoni na kuisambaza kwa wenzake na mwalimu ili kuisoma na kuitathmini awasomee wenzake insha aliyoandika ili kuisikiliza na kuitathmini	Kielelezo cha insha ya maelezo	Kuandika tungo mbalimbali Wanafunzi kufanyiana tathmini Potfolio Shajara Mijadala kuhusu vidokezo vya insha
	4	Sarufi	Umoja na wingi wa nomino: Ngeli ya KU-KU	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua nomino katika ngeli ya KU-KU kuandika nomino za ngeli ya KU-KU katika umoja na wingi kuchangamkia kutumia nomino za ngeli ya KUKU katika mawasiliano	1. Je, ni nomino zipi hupatikana katika ngeli ya KU-KU?	Mwanafunzi: Atambue nomino katika ngeli ya KU-KU (kama vile kupika, kufyeka, kuzuru, kukariri, kufua) kwenye kadi, mti wa maneno, tarakilishi au kapu la maneno Aandike nomino katika ngeli ya KU-KU katika umoja na wingi akiwa peke yake, wawiliwawili au katika vikundi	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo d) Kazi mradi
9	1		Umoja na wingi wa nomino: Ngeli ya KU-KU	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kuandika nomino za ngeli ya KU-KU katika umoja na wingi kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli yaKU- KU kuchangamkia kutumia nomino za ngeli ya KUKU katika mawasiliano	1. Je, ni nomino zipi hupatikana katika ngeli ya KU-KU?	Asikize usomaji wa nomino za ngeli ya KU-KU kutoka kwenye tepurekoda au kinasa sauti aandike mafungu ya maneno yenye nomino za ngeli ya KU- KU katika umoja na wingi Ajaze pengo kwa kutumia viambishi vya ngeli ya KU-KU kwa maandishi ya mkono au kwa tarakilishi.	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo d) Kazi mradi
	2		Umoja na wingi wa sentensi: Ngeli ya KU-KU	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua viambishi vipatanishi vya ngeli ya KUKU kwenye sentensi kuunda sentensi akitumia nomino za ngeli ya KU-KU katika umoja na wingi akizingatia upatanisho wa kisarufi kufurahia matumizi ya ngeli ya KU-KU katika mawasiliano	1. Je, nomino za ngeli ya KU-KU huchukua viambishi gani katika sentensi?	Mwanafunzi: Atambue viambishi vya ngeli ya KU-KU katika sentensi kwa kuvipigia mstari au kuvikoleza rangi katika tarakilishi Atumie nomino katika ngeli ya KU-KU katika sentensi akiwa peke yake,wawiliwawili au katika vikundi Asikize usomaji wa sentensi zilizoundwa kutokana na nomino za ngeli ya KU-KU kutoka kwenye tepurekoda au kinasa sauti	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo d) Kazi mradi
	3		Umoja na wingi wa sentensi: Ngeli ya KU-KU	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua viambishi vipatanishi vya ngeli ya KUKU kwenye sentensi kuunda sentensi akitumia nomino za ngeli ya KU-KU katika umoja na wingi akizingatia upatanisho wa kisarufi kufurahia matumizi ya ngeli ya KU-KU katika mawasiliano	1. Je, nomino za ngeli ya KU-KU huchukua viambishi gani katika sentensi?	Aunde sentensi kutumia nomino ya ngeli ya KUKU akiwa peke yake au kwa kushirikiana na wenzake ajaze mapengo viambishi vya ngeli ya KU-KU kwa maandishi ya mkono au tarakilishi.	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo d) Kazi mradi
	4	NDEGE WA PORINI	Kusikiliza na Kuzungumza: Visawe: Visawe vya maneno matatu	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua viambishi vipatanishi vya ngeli ya KUKU kwenye sentensi kuunda sentensi akitumia nomino za ngeli ya KU-KU katika umoja na wingi akizingatia upatanisho wa kisarufi kufurahia matumizi ya ngeli ya KU-KU katika mawasiliano	1. Unajua maneno gani ya Kiswahili yaliyo na maana sawa?	Mwanafunzi: Atambue maneno matatu matatu yenye maana sawa (k.v. nyumbani- kiamboni, mastakimuni, chengoni. Barabara- tariki, gurufa, baraste. Jitimaihuzuni, kihoro, simanzi) kwa kutumia kapu la maneno, kadi za maneno, mti maneno, kuburura kwa kutumia tarakilishi, n.k. matatu yenye maana sawa akiwa peke yake au kwa kujadiliana na wenzake	Chati Michoro na picha Mgeni mwalikwa video) Mti maneno Kapu maneno Vitabu mbalimbali	Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano Kujibu maswali Maigizo Kutambua k.m. kwenye orodha Mijadala Mazungumzo
10	1		Kusikiliza na Kuzungumza: Visawe: Visawe vya maneno matatu	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua maneno matatu yenye maana sawa katika kundi la maneno kutumia visawe ifaavyo katika mawasiliano kuthamini matumizi ya maneno matatu yenye maana sawa katika mawasiliano	1. Unajua maneno gani ya Kiswahili yaliyo na maana sawa?	katika kapu maneno, mti maneno, ubao, chati, vyombo vya kidijitali, kadi maneno n.k ahusishe visawe na vifaa halisi, picha, michoro kwenye chati, kitabu au katika vyombo vya kidijitali n.k. mbalimbali katika vikundi vya wanafunzi wawiliwawili au zaidi atumie kisawe kimoja kuchukua nafasi ya kingine katika sentensi.	Chati Michoro na picha Mgeni mwalikwa video) Mti maneno Kapu maneno Vitabu mbalimbali	Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano Kujibu maswali Maigizo Kutambua k.m. kwenye orodha Mijadala Mazungumzo
	2	Kusoma	Kusoma kwa Ufahamu: Mchezo wa kuigiza	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua mchezo wa kuigiza katika matini kusoma mchezo mfupi wa kuigiza kwa ufasaha kueleza maana ya msamiati uliotumiwa katika mchezo wa kuigiza Kufurahia kusoma michezo na kuigiza.	Umewahi kusoma michezo ipi ya kuigiza? Unakumbuka nini katika mchezo uliowahi kuusoma? Kusoma michezo ya kuigiza kuna umuhimu gani?	Mwanafunzi: Aeleze maana ya mchezo wa kuigiza akiwa peke yake, wawiliwawili au katika kikundi Aigize mchezo wa kuigiza, wahusika na maelekezo katika matini mbalimbali kama vile vitabu, chati na vilevile kwa kutumia tarakilishi Atambue mchezo wa kuigiza akizingatia wahusika, maelekezo na ujumbe Ashiriki katika majadiliano kuhusu msamiati wa suala lengwa (ndege wa porini) uliotumiwa katika mchezo wa kuigiza (k.v. chiriku, kasuku, tai, korongo, mwewe na kanga)	Tarakilishi/vi pakatalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi	Kutunga sentensi k.m. kwa kutumia msamiati lengwa Kujibu maswali k.m. katika ufahamu Kutoa muhtasari wa ufahamu au matini yaliyosomwa Kukariri na kuimba mashairi Kusoma kwa sauti
	3		Kusoma kwa Ufahamu: Mchezo wa kuigiza	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kueleza maana ya msamiati uliotumiwa katika mchezo wa kuigiza kuonyesha ufahamu wa mchezo wa kuigiza kwa kujibu maswali kuigiza mchezo mfupi ili kukuza uwezo wa kujieleza Kufurahia kusoma michezo na kuigiza.	Umewahi kusoma michezo ipi ya kuigiza? Unakumbuka nini katika mchezo uliowahi kuusoma? Kusoma michezo ya kuigiza kuna umuhimu gani?	Atazame mchezo mfupi wa kuigiza ukiigizwa darasani au kwenye vifaa vya kidijitali aigize mchezo mfupi aliousoma akishirikiana na wenzake ashiriki mjadala kuhusu ujumbe unaojitokeza kwenye mchezo wa kuigiza Asome michezo ya kuigiza kwenye mtandao ashiriki katika kutoa muhtasari wa mchezo aliousoma kuuliza na kujibu maswali ya ufahamu	Tarakilishi/vi pakatalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi	Kutunga sentensi k.m. kwa kutumia msamiati lengwa Kujibu maswali k.m. katika ufahamu Kutoa muhtasari wa ufahamu au matini yaliyosomwa Kukariri na kuimba mashairi Kusoma kwa sauti
	4	Kuandika	Kuandika insha: Insha za masimulizi	Kufikia mwisho wa mada ndogo,mwanafunzi aweze, kueleza sifa za insha ya masimuizi ili kuibainisha kuandika insha ya masimulizi kwa kufuata kanuni zifaazo kuchangamkia utunzi mzuri	1. Ni mambo gani unayozingatia ili kuandika insha ya masimulizi ya kuvutia?	Mwanafunzi: Atambue insha ya masimulizi kwa kurejelea vielelezo vya insha zilizoandikwa kwenye matini mbalimbali au tarakilishi mada ya insha na muundo wa insha ya masimulizi katika vifaa vya kidijitali na kuisambaza kwa wenzake na mwalimu ili kuisoma na kuitathmi asomee wenzake insha aliyoandika ili waitathmini na kumwelekeza.	Kielelezo cha insha ya masimulizi	Kuandika tungo mbalimbali Wanafunzi kufanyiana tathmini Potfolio Shajara Mijadala kuhusu vidokezo vya insha

Published in Grade 5 Schemes of Work Term 2 2023

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Tuesday, 15 November 2022 08:03

Social Studies Activities - Grade 5 Schemes of Work Term 2 2023

SOCIAL STUDIES ACTIVITIES.

Wk	Lsn	Strand/The me	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Ref l
1	1	PEOPLE AND POPULATION	Importance on interdependence of language groups in Kenya	By the end of the sub strand, the learner should be able to; Develop communication messages on the benefits of interdependence of language groups in Kenya explain the benefits of interdependence of language groups in Kenya desire to live peacefully with others	How do different language groups interact?	Develop in groups, communication messages on the benefits of interdependence of language groups in Kenya and post them in strategic places in school	Local and extended environment Maps Photographs, Pictures and paintings Flash cards and posters TV/video/films/s lides/ Internet sources Live Radio Broadcasts	a) Oral Questions b) Teacher made tests c) Observation d) Project Work e) Anecdotal Records f)Checklist g) Portfolio.
	2		Population Distribution In Kenya	By the end of the sub strand, the learner should be able to; describe population distribution in Kenya locate areas of high and low population density in Kenya appreciate population distribution in Kenya	How is the settlement of people across Kenya?	Learners are guided to: Brainstorm in groups, areas of high and low population density in Kenya Identify areas of high and low population density in Kenya using appropriate media	Local and extended environment Maps Photographs, pictures and paintings Flash cards and posters TV/video/films/slides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation
	3		Population Distribution In Kenya	By the end of the sub strand, the learner should be able to; describe population distribution in Kenya locate areas of high and low population density in Kenya appreciate population distribution in Kenya	How is the settlement of people across Kenya?	Shade in pairs , areas of low and high population density using a sketch map of Kenya Summarize in groups, population distribution in Kenya and share in class.	Local and extended environment Maps Photographs, pictures and paintings Flash cards and posters TV/video/films/s lides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation
2	1		Population Distribution In Kenya	By the end of the sub strand, the learner should be able to; describe population distribution in Kenya locate areas of high and low population density in Kenya appreciate population distribution in Kenya	How is the settlement of people across Kenya?	Draw a map of Kenya and show areas of high and low population density and display in class Play computer games on population distribution in Kenya.	Local and extended environment Maps Photographs, pictures and paintings Flash cards and posters TV/video/films/s lides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation
	2	RESOURCES AND ECONOMIC ACTIVITIES	Resources in Kenya	By the end of the sub-strand, the learner should be able to; identify resources in Kenya collect samples of resources found in Kenya care for resources within the school environment	How do we use resources in our country?	Learners are guided to: Identify resources found in Kenya such as land, minerals, water and forests and using appropriate media Take a nature walk around the school locality to identify resources and share their findings in class.	Local and extended environment Photographs, pictures and paintings Flash cards and posters TV/video/films/s lides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	3		Resources in Kenya	By the end of the sub-strand, the learner should be able to; identify resources in Kenya collect samples of resources found in Kenya care for resources within the school environment	How do we use resources in our country?	Brainstorm in groups to identify resources found in Kenya Find out how resources are cared for within the locality Care for trees and soil within the school environment Collect samples of resources found within the environment and display them in class Write a poem on the resources found in Kenya	Local and extended environment Photographs, pictures and paintings	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
3	1		Agriculture: Farming Methods	By the end of the sub strand the learner should be able to; Differentiate between subsistence and small scale farming in Kenya describe the characteristics of subsistence and small scale farming in Kenya desire to practice farming as an economic activity	Why do people practice farming?	Learners are guided to : Brainstorm in pairs on the difference between subsistence and small scale farming Find out from relevant sources the characteristics of subsistence farming	Local and extended environment Maps Photographs, pictures and paintings Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	2		Agriculture: Farming Methods	By the end of the sub strand the learner should be able to; Differentiate between subsistence and small scale farming in Kenya describe the characteristics of subsistence and small scale farming in Kenya desire to practice farming as an economic activity	Why do people practice farming?	Learners are guided to : Brainstorm in pairs on the difference between subsistence and small scale farming Find out from relevant sources the characteristics of subsistence farming	Local and extended environment Maps Photographs, pictures and paintings Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	3		Importance of farming	By the end of the sub strand the learner should be able to; Differentiate between subsistence and small scale farming in Kenya describe the characteristics of subsistence and small scale farming in Kenya desire to practice farming as an economic activity	Why do people practice farming?	Learners are guided to : Brainstorm in pairs on the difference between subsistence and small scale farming Find out from relevant sources the characteristics of subsistence farming Develop in groups, a sack garden at school	Local and extended environment Maps Photographs, pictures and paintings Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
4	1		Dairy Farming in Kenya	By the end of the sub strand the learner should be able to; identify factors that favour dairy farming in Kenya locate areas where dairy farming is practiced in Kenya appreciate the importance of dairy farming in our country	Why do people keep dairy cattle?	Learners are guided to: Use appropriate media to identify the dairy farming areas in Kenya Draw a map of Kenya and indicate areas where dairy farming is practiced	Local and extended environment Maps Photographs, pictures and paintings Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	2		Benefits of Dairy Farming in Kenya	By the end of the sub strand the learner should be able to; state the benefits of dairy farming in our country locate areas where dairy farming is practiced in Kenya appreciate the importance of dairy farming in our country	Why do people keep dairy cattle?	Brainstorm in pairs, on the benefits of dairy farming in Kenya Find out from relevant sources the benefits of dairy farming and write short notes	Local and extended environment Maps Photographs, pictures and paintings Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	3		Challenges facing dairy farming in Kenya	By the end of the sub strand the learner should be able to; explain challenges facing dairy farming in Kenya make posters on dairy animals appreciate the importance of dairy farming in our country	Why do people keep dairy cattle?	Undertake an imaginary visit to a dairy farm and do a write up on challenges facing dairy farming in Kenya Develop a poster on dairy animals	Local and extended environment Maps Photographs, pictures and paintings Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
5	1		Horticulture in Kenya	By the end of the sub strand the learner should be able to; Identify the crops grown under horticulture in Kenya locate areas where horticulture is practiced in Kenya develop desire to grow horticulture crops	How is horticulture farming important to us in Kenya?	Learners are guided to Brainstorm in pairs to identify the crops grown under horticulture in Kenya and share in class Share experiences on horticultural crops Locate areas where horticulture is practiced in Kenya using appropriate media	Local and extended environment Maps Photographs, pictures and paintings Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	2		Horticulture in Kenya	By the end of the sub strand the learner should be able to; Identify the crops grown under horticulture in Kenya locate areas where horticulture is practiced in Kenya develop desire to grow horticulture crops	How is horticulture farming important to us in Kenya?	Learners are guided to Brainstorm in pairs to identify the crops grown under horticulture in Kenya and share in class Share experiences on horticultural crops Locate areas where horticulture is practiced in Kenya using appropriate media	Local and extended environment Maps Photographs, pictures and paintings Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	3		Contribution of Horticulture farming in Kenya	By the end of the sub strand the learner should be able to; Identify the crops grown under horticulture in Kenya locate areas where horticulture is practiced in Kenya develop desire to grow horticulture crops		Discuss in groups the contribution of horticulture to the economy of Kenya Develop communication messages on importance of horticultural crops	Local and extended environment Maps Photographs, pictures and paintings Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
6	1		Fishing in Kenya	By the end of the sub strand the learner should be able to identify the main inland fishing grounds in Kenya describe methods of inland fishing in Kenya appreciate fish as source of food and income	Why is fishing important in our country?	Learners are guided to: Identify the main inland fishing grounds in Kenya using digital resources/print media Draw a map of Kenya showing the main inland fishing grounds	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Project Work
	2		Fishing in Kenya	By the end of the sub strand the learner should be able to identify the main inland fishing grounds in Kenya describe methods of inland fishing in Kenya appreciate fish as source of food and income	Why is fishing important in our country?	Learners are guided to: Discuss in groups methods of inland fishing in Kenya and report in class Illustrate in groups fishing methods used in Kenya, display in class and do gallery walk to appreciate each other’s work	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Project Work
	3		Contribution of fishing to the economy of Kenya	By the end of the sub strand the learner should be able to identify the main inland fishing grounds in Kenya describe methods of inland fishing in Kenya appreciate fish as source of food and income	Why is fishing important in our country?	Find out from relevant sources in groups the contribution of fishing to the economy of Kenya and write a summary Engage with a resource person on the methods of inland fishing in Kenya Develop posters, in pairs, on the importance of fishing in Kenya and share with members of the community	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Project Work
7	1		Contribution of fishing to the economy of Kenya	By the end of the sub strand the learner should be able to identify the main inland fishing grounds in Kenya describe methods of inland fishing in Kenya appreciate fish as source of food and income	Why is fishing important in our country?	Find out from relevant sources in groups the contribution of fishing to the economy of Kenya and write a summary Engage with a resource person on the methods of inland fishing in Kenya Develop posters, in pairs, on the importance of fishing in Kenya and share with members of the community	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Project Work
	2		Transport in Kenya: Forms of Transport	By the end of the sub strand, the learner should be able to Identify modern forms of transport in Kenya observe safety when using roads appreciate role of modern forms of transport in development	How can we use our roads safely?	Learners are guided to: Brainstorm in pairs to identify modern forms of transport in Kenya Identify modern forms of transport in Kenya using appropriate media Write down modern forms of transport identified and share in class	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Project Work
	3		Transport in Kenya: Forms of Transport	By the end of the sub strand, the learner should be able to Identify modern forms of transport in Kenya observe safety when using roads appreciate role of modern forms of transport in development	How can we use our roads safely?	Learners are guided to: Brainstorm in pairs to identify modern forms of transport in Kenya Identify modern forms of transport in Kenya using appropriate media Write down modern forms of transport identified and share in class	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Project Work
8	1		Transport in Kenya: causes of road accidents	By the end of the sub strand, the learner should be able to Identify modern forms of transport in Kenya observe safety when using roads appreciate role of modern forms of transport in development	How can we use our roads safely?	Learners are guided to: Brainstorm in pairs to identify modern forms of transport in Kenya Identify modern forms of transport in Kenya using appropriate media Write down modern forms of transport identified and share in class	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Project Work
	2		Transport in Kenya: causes of road accidents	By the end of the sub strand, the learner should be able to Identify modern forms of transport in Kenya observe safety when using roads appreciate role of modern forms of transport in development	How can we use our roads safely?	Learners are guided to: Brainstorm in pairs to identify modern forms of transport in Kenya Identify modern forms of transport in Kenya using appropriate media Write down modern forms of transport identified and share in class	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Project Work
	3		Transport in Kenya: causes of road accidents	By the end of the sub strand, the learner should be able to Identify modern forms of transport in Kenya observe safety when using roads appreciate role of modern forms of transport in development	How can we use our roads safely?	Find out ways of observing road safety in Kenya using digital resources/appropriate media and write a report. Visit a nearby children’s traffic park to learn more about road safety	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Project Work
9	1		Communication: modern means of communication	By the end of the sub strand, the learner should be able to; identify modern means of communication in Kenya describe modern means of communication in Kenya appreciate the modern means of communication in Kenya	How do we communicate to other people?	Learners to be guided to: Identify, in groups modern means of communication such as mobile phones, internet, television, radio and newspapers using appropriate media. Describe in groups modern means of communication in Kenya using digital resources/ print media	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	2		Communication: modern means of communication	By the end of the sub strand, the learner should be able to; identify modern means of communication in Kenya describe modern means of communication in Kenya appreciate the modern means of communication in Kenya	How do we communicate to other people?	Learners to be guided to: Identify, in groups modern means of communication such as mobile phones, internet, television, radio and newspapers using appropriate media. Describe in groups modern means of communication in Kenya using digital resources/ print media	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	3		Communication: modern means of communication	By the end of the sub strand, the learner should be able to; identify modern means of communication in Kenya describe modern means of communication in Kenya appreciate the modern means of communication in Kenya	How do we communicate to other people?	Learners to be guided to: Identify, in groups modern means of communication such as mobile phones, internet, television, radio and newspapers using appropriate media. Describe in groups modern means of communication in Kenya using digital resources/ print media	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
10	1		Wildlife and Tourism in Kenya	By the end of the sub strand the learner should be able to; differentiate between a game reserve and a national park draw and locate game reserves and national parks on a map of Kenya desire to conserve our country’s wildlife	Why do tourists come to our country?	Learners are guided to: Brain storm in groups on the difference between a game reserve and a national park Draw a map of Kenya, locate and label game reserves and national parks and display in class	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	2		Wildlife and Tourism in Kenya: Importance of wildlife	By the end of the sub strand the learner should be able to; differentiate between a game reserve and a national park draw and locate game reserves and national parks on a map of Kenya desire to conserve our country’s wildlife	Why do tourists come to our country?	Discuss in groups the importance of wildlife in Kenya and do a presentation in class Think, pair and share on who is a tourist. Identify tourist attractions in Kenya using appropriate media Brainstorm and list down the contribution of tourism to the economy of Kenya	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	3		Wildlife and Tourism in Kenya: Importance of wildlife	By the end of the sub strand the learner should be able to; differentiate between a game reserve and a national park draw and locate game reserves and national parks on a map of Kenya desire to conserve our country’s wildlife	Why do tourists come to our country?	Discuss in groups the importance of wildlife in Kenya and do a presentation in class Think, pair and share on who is a tourist. Identify tourist attractions in Kenya using appropriate media Brainstorm and list down the contribution of tourism to the economy of Kenya	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
11	1		Wildlife and Tourism in Kenya: Contribution of Tourism	By the end of the sub strand the learner should be able to; explain contributions of tourism to the economy of our country outline ways of promoting tourism in the country desire to conserve our country’s wildlife	Why do tourists come to our country?	Debate on the contribution of tourism to the economy of Kenya Find out from parents/guardians and elders ways of promoting tourism in Kenya Visit a nearby tourist attraction site and write a report Write an essay on the importance of Museum as a cultural tourist attraction in Kenya	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	2		Wildlife and Tourism in Kenya: Contribution of Tourism	By the end of the sub strand the learner should be able to; explain contributions of tourism to the economy of our country outline ways of promoting tourism in the country desire to conserve our country’s wildlife	Why do tourists come to our country?	Debate on the contribution of tourism to the economy of Kenya Find out from parents/guardians and elders ways of promoting tourism in Kenya Visit a nearby tourist attraction site and write a report Write an essay on the importance of Museum as a cultural tourist attraction in Kenya	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	3		Mining in Kenya	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

Published in Grade 5 Schemes of Work Term 2 2023

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Tuesday, 15 November 2022 08:03

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

SUPER MINDS SCIENCE AND TECHNOLOGY ACTIVITIES.

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

Published in Grade 5 Schemes of Work Term 2 2023

Tagged under

Tuesday, 15 November 2022 08:03

Physical Health Education Activities - Grade 5 Schemes of Work Term 2 2023

PHYSICAL HEALTH EDUCATION ACTIVITIES.

Wk	Ls n	Strand/ Theme	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Ref l
1	1	BATTIN G GAMES –SOFTBALL	Stance and C-grip	By the end of the sub strands, the learner should be able to: practice the stance and grip for hitting use drill to practice the stance and the C-grip for skill masterly play games and use the stance and C-grip for fun and observe safety	What are the other ways of gripping the ball in softball?	The learner is guided individually or in groups to use digital devices and other sources of information to: Observe the stance and the C-Grip practice the stance and get the teachers feedback Demonstrate the C-Grip and get the teachers feedback Practice the stance and C- Grip and give each other feedback	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Stance and C-grip	By the end of the sub strands, the learner should be able to: practice the stance and grip for hitting use drill to practice the stance and the C-grip for skill masterly play games and use the stance and C-grip for fun and observe safety	What are the other ways of gripping the ball in softball?	Use drill to practice the stance and the C-grip use provided checklist to give each other feedback when practicing the stance and the C- grip play games and use the stance and C-grip and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		The Swing technique	By the end of the sub strands, the learner should be able to: practice the swing technique in softball for hitting use drills to practice the swing technique for accurate hitting practice softball skills at won free time for skill masterly	Why is it important to observe safety while swinging in softball?	The learner is guided individually or in groups to: Interact with technology to watch a video clip and observe the swing technique. Demonstrate the swing technique and get feedback from the teacher Practice the swing technique and give each other feedback Use provided checklist to give each other feedback when practicing the swing technique play games and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Stance and ball grip	By the end of the sub strands, the learner should be able to: practice the stance and ball grip for throwing use drill to practice the stance and ball grip for skill masterly play softball games and use the stance and ball grip and observe safety plays softball for fun and joy	Which other game resembles softball? What is the difference between the two?	The learner is guided individually or in groups to: Use the digital media and other sources of information to find out the correct stance and grip when throwing in softball Demonstrate the correct stance and ball grip when throwing and get feedback from the teacher	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Stance and ball grip	By the end of the sub strands, the learner should be able to: practice the stance and ball grip for throwing use drill to practice the stance and ball grip for skill masterly play softball games and use the stance and ball grip and observe safety plays softball for fun and joy	Which other game resembles softball? What is the difference between the two?	Practice the correct stance and ball grip and throw at a target ten feet away. Practices the correct ball grip and throw from a kneeling position while holding the throwing elbow in place and snapping the wrist when throwing. Keep increasing the distance. Move to standing position and keep Increasing the distance at a comfortable pace for throwing.	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
2	1		Catching	By the end of the sub strands, the learner should be able to: practice the Ready body position for the catching technique play games that use the catching skill in softball and observe safety appreciate catching as a necessary skill in softball	Why is it important to apply courage when catching in softball? Why is it important to use the glove when catching in softball?	The learner is guided individually or in groups to: Interact with technology to observe the ready position when catching practice catching aground and aerial balls demonstrate the ready body position when catching and get feedback from the teacher demonstrate catching the ground and aerial balls and get feedback from the teacher	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Catching	By the end of the sub strands, the learner should be able to: practice the Ready body position for the catching technique play games that use the catching skill in softball and observe safety appreciate catching as a necessary skill in softball	Why is it important to apply courage when catching in softball? Why is it important to use the glove when catching in softball?	Use the drills to practice the ground and aerial balls and give each other feedback use provided checklist to give each other feedback when practicing the ready body position, catching the ground and aerial balls play games that use the catching skill for fun and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Catching	By the end of the sub strands, the learner should be able to: practice the Ready body position for the catching technique play games that use the catching skill in softball and observe safety appreciate catching as a necessary skill in softball	Why is it important to apply courage when catching in softball? Why is it important to use the glove when catching in softball?	Use the drills to practice the ground and aerial balls and give each other feedback use provided checklist to give each other feedback when practicing the ready body position, catching the ground and aerial balls play games that use the catching skill for fun and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Catching	By the end of the sub strands, the learner should be able to: practice base running and sliding in softball for skill acquisition discuss the importance of sliding in softball play modified softball games for enjoyment and observe safety appreciate base running and sliding in softball for as a vital skill	Why is it important to apply courage when catching in softball? Why is it important to use the glove when catching in softball?	The learner is guided individually or in groups to: Interact with technology to observe base running and sliding in softball demonstrate base running and sliding and get teachers feedback practice the base running and sliding give each other feedback play modified softball games and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Base running and sliding	By the end of the sub strands, the learner should be able to: practice base running and sliding in softball for skill acquisition discuss the importance of sliding in softball play modified softball games for enjoyment and observe safety appreciate base running and sliding in softball for as a vital skill	Why is it important to apply courage when catching in softball? Why is it important to use the glove when catching in softball?	The learner is guided individually or in groups to: Interact with technology to observe base running and sliding in softball demonstrate base running and sliding and get teachers feedback practice the base running and sliding give each other feedback play modified softball games and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
3	1		BATTING GAMES –ROUNDERS: Fielding, Throwing, Catching and Stamping	By the end of the sub strands, the learner should be able to: practice throwing, catching and stamping in a rounder’s game use drills to practice throwing, catching and stamping for skill masterly play games for enjoyment and observe rules for a harmonious game	Why is it important to obey rules when playing Rounders?	The learner is guided individually or in groups to: interact with technology to watch a rounders game and observe throwing, catching and stamping practice throwing, catching and stamping and get feedback from the teacher use drills to practice throwing, catching and stamping and give each other feedback play games and observe rules	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		BATTING GAMES –ROUNDERS: Fielding, Throwing, Catching and Stamping	By the end of the sub strands, the learner should be able to: practice throwing, catching and stamping in a rounder’s game use drills to practice throwing, catching and stamping for skill masterly play games for enjoyment and observe rules for a harmonious game	Why is it important to obey rules when playing Rounders?	The learner is guided individually or in groups to: interact with technology to watch a rounders game and observe throwing, catching and stamping practice throwing, catching and stamping and get feedback from the teacher use drills to practice throwing, catching and stamping and give each other feedback play games and observe rules	Field markers Open field Sports attire Lime Videos Resource person Required resource	Observation checklists Portfolio Progress reports
	3		BATTING GAMES –ROUNDERS: Fielding, Throwing, Catching and Stamping	By the end of the sub strands, the learner should be able to: practice throwing, catching and stamping in a rounder’s game use drills to practice throwing, catching and stamping for skill masterly play games for enjoyment and observe rules for a harmonious game	Why is it important to obey rules when playing Rounders?	The learner is guided individually or in groups to: interact with technology to watch a rounders game and observe throwing, catching and stamping practice throwing, catching and stamping and get feedback from the teacher use drills to practice throwing, catching and stamping and give each other feedback play games and observe rules	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Technical, Tactical approaches And rules of the game	By the end of the sub strands, the learner should be able to: practice throwing, catching and stamping in a rounder’s game use drills to practice throwing, catching and stamping for skill masterly play games for enjoyment and observe rules for a harmonious game	Why is it important to obey rules when playing Rounders?	The learner is guided individually and in groups to: watch a game of rounders and observe the technical and tactical approaches in softball Find out the rules of Rounders Play a game of rounders and apply the rules and technical and tactical observed	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Technical, Tactical approaches And rules of the game	By the end of the sub strands, the learner should be able to: explain the terms technical and tactical approaches to enhance learning apply technical and tactical approaches when playing the rounders game play rounders game apply the rules of the game	Why is it important to obey rules when playing Rounders?	The learner is guided individually and in groups to: watch a game of rounders and observe the technical and tactical approaches in softball Find out the rules of Rounders Play a game of rounders and apply the rules and technical and tactical observed	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
4	1		Technical, Tactical approaches And rules of the game	By the end of the sub strands, the learner should be able to: explain the terms technical and tactical approaches to enhance learning apply technical and tactical approaches when playing the rounders game play rounders game apply the rules of the game	What are the technical and tactical approaches in rounders?	The learner is guided individually and in groups to: watch a game of rounders and observe the technical and tactical approaches in softball Find out the rules of Rounders Play a game of rounders and apply the rules and technical and tactical observed	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Technical, Tactical approaches And rules of the game	By the end of the sub strands, the learner should be able to: explain the terms technical and tactical approaches to enhance learning apply technical and tactical approaches when playing the rounders game play rounders game apply the rules of the game	What are the technical and tactical approaches in rounders?	The learner is guided individually and in groups to: watch a game of rounders and observe the technical and tactical approaches in softball Find out the rules of Rounders Play a game of rounders and apply the rules and technical and tactical observed	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		BALL GAMES: VOLLEYBALL: facility, equipment and positioning	By the end of the sub strand, the learner should be able to: draw the volleyball field of play for field orientation position the volleyball players at the start of game play games for enjoyment and observe safety	What is recreational volleyball? How many types of volleyball game are there?	The learner is guided individually or in groups to: interact with technology to view the volleyball field of play and positioning of players at the start of game use provided sketches or internet to draw the volleyball field of play interact with technology to identify the equipment used in volleyball game play games for enjoyment while observing safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		BALL GAMES: VOLLEYBALL: facility, equipment and positioning	By the end of the sub strand, the learner should be able to: draw the volleyball field of play for field orientation position the volleyball players at the start of game play games for enjoyment and observe safety	What is recreational volleyball? How many types of volleyball game are there?	The learner is guided individually or in groups to: interact with technology to view the volleyball field of play and positioning of players at the start of game use provided sketches or internet to draw the volleyball field of play interact with technology to identify the equipment used in volleyball game play games for enjoyment while observing safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Improvising the volleyball equipment	By the end of the sub strand, the learner should be able to: identify and gather locally available materials for improvising the volleyball equipment creatively improvise age appropriate volleyball equipment dispose waste appropriately after improvisation for environmental care observe safety when improvising the volleyball equipment to avoid injuries	Which locally available materials are suitable for making the volleyball equipment?	The learner is guided individually or in groups to: interact with technology to view the volleyball field of play and positioning of players at the start of game use provided sketches or internet to draw the volleyball field of play interact with technology to identify the equipment used in volleyball game play games for enjoyment while observing safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
5	1		Improvising the volleyball equipment	By the end of the sub strand, the learner should be able to: identify and gather locally available materials for improvising the volleyball equipment creatively improvise age appropriate volleyball equipment dispose waste appropriately after improvisation for environmental care observe safety when improvising the volleyball equipment to avoid injuries	Which locally available materials are suitable for making the volleyball equipment?	The learner is guided individually or in groups to: interact with technology to view the volleyball field of play and positioning of players at the start of game use provided sketches or internet to draw the volleyball field of play interact with technology to identify the equipment used in volleyball game play games for enjoyment while observing safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Improvising the volleyball equipment	By the end of the sub strand, the learner should be able to: identify and gather locally available materials for improvising the volleyball equipment creatively improvise age appropriate volleyball equipment dispose waste appropriately after improvisation for environmental care observe safety when improvising the volleyball equipment to avoid injuries	Which locally available materials are suitable for making the volleyball equipment?	The learner is guided individually or in groups to: interact with technology to view the volleyball field of play and positioning of players at the start of game use provided sketches or internet to draw the volleyball field of play interact with technology to identify the equipment used in volleyball game play games for enjoyment while observing safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Under arm serve	By the end of the sub strand, the learner should be able to: draw the volleyball field of play for field orientation position the volleyball players at the start of game play games for enjoyment and observe safety	How will skills in volleyball be helpful in everyday life?	Use drills to practice the stance, toss and under arm serve Provided checklist to give each other feedback when practicing the stance, toes and under warm serve play games using safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Under arm serve	By the end of the sub strand, the learner should be able to: draw the volleyball field of play for field orientation position the volleyball players at the start of game play games for enjoyment and observe safety	How will skills in volleyball be helpful in everyday life?	Use drills to practice the stance, toss and under arm serve Provided checklist to give each other feedback when practicing the stance, toes and under warm serve play games using safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		The dig	By the end of the sub strand, the learner should be able to: practice the stance and the dig for skill acquisition use drills to practice the stance and the dig for skill masterly play games for and enjoyment observe safety appreciate the Two hands dig pass in volleyball as a skill	How else can the volleyball ball be received other than with hands?	The learner is guided individually or in groups to: Use technology to watch a video on the dig pass and observe the stance and the hand formation demonstrate the stance and dig pass and get feedback from the teacher practice the stance and the dig pass and give each other feedback	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
6	1		The dig	By the end of the sub strand, the learner should be able to: practice the stance and the dig for skill acquisition use drills to practice the stance and the dig for skill masterly play games for and enjoyment observe safety appreciate the Two hands dig pass in volleyball as a skill	How else can the volleyball ball be received other than with hands?	The learner is guided individually or in groups to: Use technology to watch a video on the dig pass and observe the stance and the hand formation demonstrate the stance and dig pass and get feedback from the teacher practice the stance and the dig pass and give each other feedback	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		The Volley	By the end of the sub strand, the learner should be able to: practice the stance and the dig for skill acquisition use drills to practice the stance and the dig for skill masterly play games for and enjoyment observe safety appreciate the Two hands dig pass in volleyball as a skill	Where can you play the volleyball game?	The learner is guided individually or in groups to: interact with technology to view the volleyball field of play and positioning of players at the start of game use provided sketches or internet to draw the volleyball field of play interact with technology to identify the equipment used in volleyball game play games for enjoyment while observing safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		The Volley	By the end of the sub strand, the learner should be able to: practice the stance and the dig for skill acquisition use drills to practice the stance and the dig for skill masterly play games for and enjoyment observe safety appreciate the Two hands dig pass in volleyball as a skill	Where can you play the volleyball game?	The learner is guided individually or in groups to: interact with technology to view the volleyball field of play and positioning of players at the start of game use provided sketches or internet to draw the volleyball field of play interact with technology to identify the equipment used in volleyball game play games for enjoyment while observing safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		KABADDI GAME: Facility and position of players	By the end of the sub strand, the learner should be able to: familiarize with the Kabaddi field of play for field orientation position the kabaddi players in the field before start of game to enhance learning Play game for fun and enjoyment appreciate the kabaddi field as an essential facility for playing the games	1. which other game resembles kabaddi 2. How many players play kabaddi game	The learner is guided individually or in groups to: Interact with technology to observe the kabaddi field of play Position the players on the field before start of game enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Entry	By the end of the sub strand, the learner should be able to: define the term entry as used in kabaddi game to enhance learning demonstrate entry techniques for skill acquisition use drills to practice entry when playing kabaddi appreciate entry as essential in playing the kabaddi game	1.which other game resembles kabaddi 2.How many players play kabaddi game	The learner is guided individually or in groups to: in kabaddi with technology to observe the entry technique in kabaddi game demonstrate entry techniques in the game l to practice entry in kabaddi game kabaddi game	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
7	1		Footwork	By the end of the sub strand, the learner should be able to: define the term footwork as used in kabaddi to enhance learning demonstrate footwork for skill acquisition observe rules for successful footwork in kabaddi gam appreciate footwork as essential in playing kabaddi game	1. Which ballgames apply footwork? 2. What factors contribute to proper footwork?	The learner is guided individually or in groups to: Interact with technology to find out the term footwork in Kabaddi game Interact with technology to find out the application of footwork in Kabaddi game Kabaddi game Learners in groups, practice footwork drills in Kabaddi game Observe rules for successful footwork in kabaddi game	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Footwork	By the end of the sub strand, the learner should be able to: define the term footwork as used in kabaddi to enhance learning demonstrate footwork for skill acquisition observe rules for successful footwork in kabaddi gam appreciate footwork as essential in playing kabaddi game	1. Which ballgames apply footwork? 2. What factors contribute to proper footwork?	The learner is guided individually or in groups to: Interact with technology to find out the term footwork in Kabaddi game Interact with technology to find out the application of footwork in Kabaddi game Kabaddi game Learners in groups, practice footwork drills in Kabaddi game Observe rules for successful footwork in kabaddi game	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Legal touches	By the end of the sub strand, the learner should be able to: define the term footwork as used in kabaddi to enhance learning demonstrate footwork for skill acquisition observe rules for successful footwork in kabaddi gam appreciate footwork as essential in playing kabaddi game	How is foot touch performed?	The learner is guided individually or in groups to: interact with technology to view the volleyball field of play and positioning of players at the start of game use provided sketches or internet to draw the volleyball field of play interact with technology to identify the equipment used in volleyball game play games for enjoyment while observing safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Legal touches	By the end of the sub strand, the learner should be able to: define the term footwork as used in kabaddi to enhance learning demonstrate footwork for skill acquisition observe rules for successful footwork in kabaddi gam appreciate footwork as essential in playing kabaddi game	How is foot touch performed?	The learner is guided individually or in groups to: interact with technology to view the volleyball field of play and positioning of players at the start of game use provided sketches or internet to draw the volleyball field of play interact with technology to identify the equipment used in volleyball game play games for enjoyment while observing safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Legal touches	By the end of the sub strand, the learner should be able to: define the term footwork as used in kabaddi to enhance learning demonstrate footwork for skill acquisition observe rules for successful footwork in kabaddi gam appreciate footwork as essential in playing kabaddi game	How is foot touch performed?	The learner is guided individually or in groups to: interact with technology to view the volleyball field of play and positioning of players at the start of game use provided sketches or internet to draw the volleyball field of play interact with technology to identify the equipment used in volleyball game play games for enjoyment while observing safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
8	1		Cant	By the end of the sub strand, the learner should be able to: practice the ‘Cant’ in Kabaddi for skill acquisition use drills to practice the ‘Cant’ for skill masterly play small kabaddi games for enjoyment	How is ‘cant’ used in Kabaddi game?	The learner is guided individually or in groups to: rate the Cant and get feedback from the teacher the ‘Cant’ and give each other feedback ‘Cant’ for enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Raiding	By the end of the sub strand, the learner should be able to: define the terms raider in kabaddi to enhance learning outline the role of the raider in Kabaddi practice raiding in Kabaddi game play Kabaddi game for enjoyment and observe safety appreciate Kabaddi game for leisure and healthy living	How can playing Kabaddi improve physical fitness?	The learner is guided individually or in groups to: interact with technology to view the volleyball field of play and positioning of players at the start of game use provided sketches or internet to draw the volleyball field of play interact with technology to identify the equipment used in volleyball game play games for enjoyment while observing safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		TAG RUGBY: Facility and Equipment	By the end of the sub strand, the learner should be able to: familiarize with the tag rugby field for field orientation Identify the different equipment used in tag rugby. select and gather suitable materials for making tags creatively make tags for use in playing tag rugby	Which locally available materials can be used to make tags for use when playing tag games? Which other game has the same name as Tag rugby?	The learner is guided individually or in groups to: Interact with technology to familiarize with the tag rugby field interact with technology to observe the tags used in tag rugby game gather suitable materials and make tags interact with technology to observe the equipment used in tag rugby.	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		TAG RUGBY: Facility and Equipment	By the end of the sub strand, the learner should be able to: familiarize with the tag rugby field for field orientation Identify the different equipment used in tag rugby. select and gather suitable materials for making tags creatively make tags for use in playing tag rugby	Which locally available materials can be used to make tags for use when playing tag games? Which other game has the same name as Tag rugby?	The learner is guided individually or in groups to: Interact with technology to familiarize with the tag rugby field interact with technology to observe the tags used in tag rugby game gather suitable materials and make tags interact with technology to observe the equipment used in tag rugby.	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		TAG RUGBY: Facility and Equipment	By the end of the sub strand, the learner should be able to: familiarize with the tag rugby field for field orientation Identify the different equipment used in tag rugby. select and gather suitable materials for making tags creatively make tags for use in playing tag rugby	Which locally available materials can be used to make tags for use when playing tag games? Which other game has the same name as Tag rugby?	The learner is guided individually or in groups to: Interact with technology to familiarize with the tag rugby field interact with technology to observe the tags used in tag rugby game gather suitable materials and make tags interact with technology to observe the equipment used in tag rugby.	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
9	1		Passing and ball carriage	By the end of the sub strand, the learner should be able to: practice the lateral pass and ball carriage for skill acquisition use drills to practice the lateral pass and ball carriage for accuracy play games for enjoyment and observe safety in using the lateral pass and ball carriage appreciate the lateral pass and ball carriage as skills in tag rugby	1. Why is it important to use the lateral pass in Tag rugby? 2. How should the ball be carried in tag rugby?	The learner is guided individually or in groups to: interact digital devices to watch the ball carriage and lateral pass in tag rugby use drills to practice the ball carriage and lateral pass observe safety when using practicing the ball carriage and lateral pass and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Running	By the end of the sub strand, the learner should be able to: practice running technique in tag rugby for skill acquisition use drills to practice the run to avoid being tagged Discuss essential team work tactics that make tag rugby interesting. play tag rugby and observe the rules	1. Why is running important in Tag rugby? 2. Why is it important to learn the correct passing technique in Tag rugby? 3. How can teamwork help a team to be successful?	The learner is guided individually or in groups to: practice running technique in tag rugby and get feedback from the teacher to practice the run and give each other feedback Essential team work tactics in tag rugby the rules	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Tagging and offside rule	By the end of the sub strand, the learner should be able to: practice the lateral pass and ball carriage for skill acquisition use drills to practice the lateral pass and ball carriage for accuracy play games for enjoyment and observe safety in using the lateral pass and ball carriage appreciate the lateral pass and ball carriage as skills in tag rugby	Which other tagging games are there?	The learner is guided individually or in groups to: interact with technology to watch a tag rugby game and observe the tagging technique and offside rule Demonstrate tagging technique and get feedback from the teacher Use drills to practice tagging and give each other feedback play games and observe safety to avoid injuries	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Tagging and offside rule	By the end of the sub strand, the learner should be able to: practice the lateral pass and ball carriage for skill acquisition use drills to practice the lateral pass and ball carriage for accuracy play games for enjoyment and observe safety in using the lateral pass and ball carriage appreciate the lateral pass and ball carriage as skills in tag rugby	Which other tagging games are there?	The learner is guided individually or in groups to: interact with technology to watch a tag rugby game and observe the tagging technique and offside rule Demonstrate tagging technique and get feedback from the teacher Use drills to practice tagging and give each other feedback play games and observe safety to avoid injuries	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Scoring	By the end of the sub strand, the learner should be able to: practice the lateral pass and ball carriage for skill acquisition use drills to practice the lateral pass and ball carriage for accuracy play games for enjoyment and observe safety in using the lateral pass and ball carriage appreciate the lateral pass and ball carriage as skills in tag rugby	Why is scoring important in games?	The learner is guided individually or in groups to: Discuss the scoring system in tag ruby Practice scoring in tag grubby and get feedback from the teacher Use drills to practice scoring in tag rugby observe safety when scoring in tag rugby	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
10	1	SWIMMING	Swimming Strokes: Breaststroke	By the end of the sub strand, the learner should be able to practice streamlining the body for skill acquisition play water games for fun and enjoyment appreciate the breaststroke for leisure and fitness	1. Which animal uses the breaststroke to move in water? 2. Why is it important to streamline the body in water?	The learner is guided individually or in groups to: interact with technology to watch a video clip on the breaststroke Hold the floater between the legs and practice arm action across the width of the pool and get teachers feedback Play water games for fun and enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Swimming Strokes: Breaststroke	By the end of the sub strand, the learner should be able to practice streamlining the body for skill acquisition play water games for fun and enjoyment appreciate the breaststroke for leisure and fitness	1. Which animal uses the breaststroke to move in water? 2. Why is it important to streamline the body in water?	The learner is guided individually or in groups to: Interact with technology to watch a video clip on the breaststroke Hold the floater between the legs and practice arm action across the width of the pool and get teachers feedback Play water games for fun and enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Swimming Strokes: Breaststroke	By the end of the sub strand, the learner should be able to practice streamlining the body for skill acquisition play water games for fun and enjoyment appreciate the breaststroke for leisure and fitness	1. Which animal uses the breaststroke to move in water? 2. Why is it important to streamline the body in water?	The learner is guided individually or in groups to: Interact with technology to watch a video clip on the breaststroke Hold the floater between the legs and practice arm action across the width of the pool and get teachers feedback Play water games for fun and enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Swimming Strokes: Breaststroke	By the end of the sub strand, the learner should be able to practice streamlining the body for skill acquisition play water games for fun and enjoyment appreciate the breaststroke for leisure and fitness	1. Which animal uses the breaststroke to move in water? 2. Why is it important to streamline the body in water?	The learner is guided individually or in groups to: Interact with technology to watch a video clip on the breaststroke Hold the floater between the legs and practice arm action across the width of the pool and get teachers feedback Play water games for fun and enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Swimming Strokes: Breaststroke	By the end of the sub strand, the learner should be able to practice streamlining the body for skill acquisition play water games for fun and enjoyment appreciate the breaststroke for leisure and fitness	1. Which animal uses the breaststroke to move in water? 2. Why is it important to streamline the body in water?	The learner is guided individually or in groups to: Interact with technology to watch a video clip on the breaststroke Hold the floater between the legs and practice arm action across the width of the pool and get teachers feedback Play water games for fun and enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
11	1		Swimming Strokes: Breaststroke	By the end of the sub strand, the learner should be able to practice streamlining the body for skill acquisition play water games for fun and enjoyment appreciate the breaststroke for leisure and fitness	1. Which animal uses the breaststroke to move in water? 2. Why is it important to streamline the body in water?	The learner is guided individually or in groups to: Interact with technology to watch a video clip on the breaststroke Hold the floater between the legs and practice arm action across the width of the pool and get teachers feedback Play water games for fun and enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Backstroke	By the end of the sub strand, the learner should be able to: demonstrate timing for proper execution of the stroke play water games for enjoyment appreciate the back stroke for leisure and fitness	1. Which animal uses the breaststroke to move in water? 2. Why is it important to streamline the body in water?	The learner is guided individually or in groups to: Use digital devices to watch a video clip on the back stroke and observe the body streamlining in water Practice e the back-stroke body and get feedback from the teacher Play water games for enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Backstroke	By the end of the sub strand, the learner should be able to: demonstrate timing for proper execution of the stroke play water games for enjoyment appreciate the back stroke for leisure and fitness	1. Which animal uses the breaststroke to move in water? 2. Why is it important to streamline the body in water?	The learner is guided individually or in groups to: Use digital devices to watch a video clip on the back stroke and observe the body streamlining in water Practice e the back-stroke body and get feedback from the teacher Play water games for enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Backstroke	By the end of the sub strand, the learner should be able to: demonstrate timing for proper execution of the stroke play water games for enjoyment appreciate the back stroke for leisure and fitness	1. Which animal uses the breaststroke to move in water? 2. Why is it important to streamline the body in water?	The learner is guided individually or in groups to: Use digital devices to watch a video clip on the back stroke and observe the body streamlining in water Practice e the back-stroke body and get feedback from the teacher Play water games for enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Backstroke	By the end of the sub strand, the learner should be able to: demonstrate timing for proper execution of the stroke play water games for enjoyment appreciate the back stroke for leisure and fitness	1. Which animal uses the breaststroke to move in water? 2. Why is it important to streamline the body in water?	The learner is guided individually or in groups to: Use digital devices to watch a video clip on the back stroke and observe the body streamlining in water Practice e the back-stroke body and get feedback from the teacher Play water games for enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports

Published in Grade 5 Schemes of Work Term 2 2023

Tagged under

Tuesday, 15 November 2022 08:02

Music Activities - Grade 5 Schemes of Work Term 2 2023

MUSIC ACTIVITIES

Wk	Lsn	Strand/ Theme	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Ref l
1	OPENING/PREPARATIONS
2	1	PERFOR MING	Kenyan folk songs : singing a folk song	By the end of the sub strand, the learner should be able to: Apply the right instrument in performing a given folk song perform folk songs drawn from diverse communities in a group appreciate performing folk songs drawn from diverse communities in Kenya	1. Why is it important to learn folk songs from different communities in Kenya? 2. What makes a folk song?	In groups learners perform folk songs from diverse communities with coordinated body movements observing safety and etiquette. Learners share and take turns to practice the use of appropriate instruments to accompany a folk song. Learners are guided to collect pictures and recordings of Kenyan folk songs for classroom use	Audio/visual recordings of folk songs Recording devices Musical instruments to accompany the folk songs Resource persons	Observation checklists Project: Portfolio Progress reports
3	1		Kenyan Indigenous Instruments -Wind Instruments	By the end of the sub strand, the learner should be able to: name different wind instruments used by various indigenous communities in Kenya identify parts of a wind instrument and their role Appreciate the role of a wind instrument in music making.	What are wind instruments? How do wind instruments produce sound? Which materials can be used in making wind instruments? How can one care and maintain a wind instrument?	Learners view Real/pictures/videos of Kenyan indigenous wind instruments and name them. Learners are guided to identify parts of a wind instrument and discuss how they are manipulated to produce sound.	Resource persons Wind instrument Locally available materials for making wind instruments Audio visual recordings of wind instruments	Observation checklists Project: Portfolio Progress reports
4	1		Kenyan Indigenous Musical Instruments - Wind Instruments	By the end of the sub strand, the learner should be able to: name different wind instruments used by various indigenous communities in Kenya identify parts of a wind instrument and their role Appreciate the role of a wind instrument in music making.	What are wind instruments? How do wind instruments produce sound?	In groups learners are guided on how to care and maintain a wind instrument. Learners observe hygiene measures as they share and take	Resource persons Wind instrument Locally available materials for making wind instruments Audio visual recordings of wind instruments	Observation check list Portfolio Aural Tests Progress reports
5	1		Kenyan Indigenous Musical Instruments - Wind Instruments	By the end of the sub strand, the learner should be able to: name different wind instruments used by various indigenous communities in Kenya identify parts of a wind instrument and their role Appreciate the role of a wind instrument in music making.	What are wind instruments? How do wind instruments produce sound? Which materials can be used in making wind instruments? How can one care and maintain a wind instrument?	In groups learners are guided on how to care and maintain a wind instrument. Learners observe hygiene measures as they share and take turns to practice how to produce sound in a wind instrument.	Locally available materials to make body ornaments Audio/visual recordings of folk dances Resource persons Musical instruments connectivity	Observation check list Portfolio Aural Tests Progress reports
6	1		Making a wind Instrument	By the end of the sub strand, the learner should be able to: name different wind instruments used by various indigenous communities in Kenya identify parts of a wind instrument and their role Appreciate the role of a wind instrument in music making.	What are wind instruments? How do wind instruments produce sound? Which materials can be used in making wind instruments? How can one care and maintain a wind instrument?	In groups learners brainstorm on materials to be collected for making a wind instrument and the precautions to take while collecting the materials. In groups learners discuss the procedure of making a wind instrument. Individually or in groups, learners make a wind instrument using locally available materials while observing safety.	Resource persons Wind instrument Locally available materials for making wind instruments Audio visual recordings of wind instruments	Observation check list Portfolio Aural Tests Progress reports
7	1		Western Musical Instruments - Descant Recorder	By the end of the sub strand, the learner should be able to: play notes B A G C D on the descant recorder play a melody built on the notes B A G C D on the descant recorder Appreciate playing melodies using the descant recorder.	How are different pitches produced on a descant recorder? How is a good tone produced while playing the descant recorder?	Resource persons Descant recorder Recorder books Audio visual recordings of recorder	Resource persons Descant recorder Recorder books Audio visual recordings of recorder	Observation check list Portfolio Aural Tests Progress reports
8	1		Western Musical Instruments- Descant Recorder	By the end of the sub strand, the learner should be able to: play notes B A G C D on the descant recorder play a melody built on the notes B A G C D on the descant recorder Appreciate playing melodies using the descant recorder.	How are different pitches produced on a descant recorder? How is a good tone produced while playing the descant recorder?	Resource persons Descant recorder Recorder books Audio visual recordings of recorder	Resource persons Descant recorder Recorder books Audio visual recordings of recorder	Observation check list Portfolio Aural Tests Progress reports
9	1		Western Musical Instruments - Descant Recorder	By the end of the sub strand, the learner should be able to: play notes B A G C D on the descant recorder play a melody built on the notes B A G C D on the descant recorder Appreciate playing melodies using the descant recorder.	How are different pitches produced on a descant recorder? How is a good tone produced while playing the descant recorder?	Resource persons Descant recorder Recorder books Audio visual recordings of recorder	Resource persons Descant recorder Recorder books Audio visual recordings of recorder	Observation check list Portfolio Aural Tests Progress reports
10	1		Kenyan Folk Dances : Roles of participants in a folk song	By the end of the sub strand, the learner should be able to: discuss the roles of participants in a folk dance Discuss the roles of costumes, ornaments and body adornment in a folk dance. appreciate the role of participants, costumes, body adornment, ornaments in a folk dance	What is the role of costumes, body adornment and ornaments in a dance? What is the role of different participants in a dance? 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. 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 Internet connectivity	Observation checklist Portfolio
11	1		Kenyan Folk Dances : Roles of ornaments/costumes in a folk dance	By the end of the sub strand, the learner should be able to: discuss the roles of participants in a folk dance Discuss the roles of costumes, ornaments and body adornment in a folk dance. appreciate the role of participants, costumes, body adornment, ornaments in a folk dance	What is the role of costumes, body adornment and ornaments in a dance? What is the role of different participants in a dance? Which materials can be used to make costumes, body Adornment or ornaments?	Learners watch 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 Internet connectivity	Observation checklist Portfolio

Published in Grade 5 Schemes of Work Term 2 2023

Tagged under

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