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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;

  1. Add fractions with one renaming in different situations
  2. Use IT devices for learning more on fractions and for enjoyment
  3. 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;

  1. subtract fractions with one renaming in different situations
  2. Use IT devices for learning more on fractions and for enjoyment
  3. 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;

  1. Identify place value of decimals up to thousandths in different situations
  2. Use IT devices for learning more on fractions and for enjoyment
  3. 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;

  1. Identify place value of decimals up to thousandths in different situations
  2. Use IT devices for learning more on fractions and for enjoyment
  3. 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;

  1. Order decimals up to thousandths in different situations
  2. Use IT devices for learning more on fractions and for enjoyment
  3. 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;

  1. Order decimals up to thousandths in different situations
  2. Use IT devices for learning more on fractions and for enjoyment
  3. 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;

  1. Order decimals up to thousandths in different situations
  2. Use IT devices for learning more on fractions and for enjoyment
  3. 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;

  1. Order decimals up to thousandths in different situations
  2. Use IT devices for learning more on fractions and for enjoyment
  3. 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;

  1. Use the kilometre (km) as a unit of measuring length in real life
  2. Estimate and measure distance in kilometres in real life situations
  3. 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;

  1. Use the kilometre (km) as a unit of measuring length in real life
  2. Estimate and measure distance in kilometres in real life situations
  3. 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;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. 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;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. 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;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. 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;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. 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;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. 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;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. 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;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. 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;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. 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;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. 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;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. 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;

  1. Use the square centimetre (cm2) as a unit of measuring area in real life.
  2. Use IT devices for learning more on area and for enjoyment
  3. 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;

  1. Use the square centimetre (cm2) as a unit of measuring area in real life.
  2. Use IT devices for learning more on area and for enjoyment
  3. 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;

  1. Use the square centimetre (cm2) as a unit of measuring area in real life.
  2. Use IT devices for learning more on area and for enjoyment
  3. 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;

  1. Use the square centimetre (cm2) as a unit of measuring area in real life.
  2. Use IT devices for learning more on area and for enjoyment
  3. 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;

  1. Use the square centimetre (cm2) as a unit of measuring area in real life.
  2. Use IT devices for learning more on area and for enjoyment
  3. 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;

  1. Use the square centimetre (cm2) as a unit of measuring area in real life.
  2. Use IT devices for learning more on area and for enjoyment
  3. 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;

  1. Identify the cubic centimetre (cm3) as a unit of measuring volume in different situations
  2. Use IT devices for learning more on volume and for enjoyment
  3. 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;

  1. Identify the cubic centimetre (cm3) as a unit of measuring volume in different situations
  2. Use IT devices for learning more on volume and for enjoyment
  3. 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;

  1. Work out volume of cubes and cuboids in cubic centimetres (cm3) in different situations
  2. Derive the formula for the volume of cube or cuboid as V= L × W × H practically.
  3. 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;

  1. Work out volume of cubes and cuboids in cubic centimetres (cm3) in different situations
  2. Derive the formula for the volume of cube or cuboid as V= L × W × H practically.
  3. 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;

  1. Work out volume of cubes and cuboids in cubic centimetres (cm3) in different situations
  2. Derive the formula for the volume of cube or cuboid as V= L × W × H practically.
  3. 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;

  1. Work out volume of cubes and cuboids in cubic centimetres (cm3) in different situations
  2. Derive the formula for the volume of cube or cuboid as V= L × W × H practically.
  3. 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;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. 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;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. 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;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. 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;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. 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;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. 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;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. 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;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. 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;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. 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;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. 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;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. 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;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. 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;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. 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;

  1. Estimate and measure mass in grams in different situations
  2. Identify the relationship between the kilogram and the gram in real life situations
  3. 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;

  1. Estimate and measure mass in grams in different situations
  2. Identify the relationship between the kilogram and the gram in real life situations
  3. 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;

  1. Estimate and measure mass in grams in different situations
  2. Identify the relationship between the kilogram and the gram in real life situations
  3. 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;

  1. Estimate and measure mass in grams in different situations
  2. Identify the relationship between the kilogram and the gram in real life situations
  3. 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;

  1. Estimate and measure mass in grams in different situations
  2. Identify the relationship between the kilogram and the gram in real life situations
  3. 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;

  1. Estimate and measure mass in grams in different situations
  2. Identify the relationship between the kilogram and the gram in real life situations
  3. 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
Tagged under
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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

  1. Observe actual and virtual samples of items made using plain techniques
  2. Explain how to prepare stiff materials for weaving
  3. 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

  1. Observe actual and virtual samples of items made using plain techniques
  2. Select and prepare appropriate natural materials from the locality for weaving
  3. 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

  1. Demonstrate using a weaving loom
  2. Construct and use a simple weaving loom
  3. 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

  1. Select and prepare appropriate natural materials from the locality for weaving
  2. Weave a two-color floor mat using twine techniques for appreciation of indigenous weaving techniques
  3. 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

  1. Select and prepare appropriate natural materials from the locality for weaving
  2. Weave a two-color floor mat using twine techniques for appreciation of indigenous weaving techniques
  3. 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

  1. Observe actual or virtual items made from leather and finished using Thonging for inspiration.
  2. Define the term thonging
  3. 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

  1. State reasons for ensuring tension during the thonging process
  2. Design and make pencil case from leather and finish using Thonging and beading for appreciation of indigenous crafts.
  3. 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

  1. Mention reasons why thonging strips be cut to even thickness
  2. Design and make pencil case from leather and finish using Thonging and beading for appreciation of indigenous crafts.
  3. Decorate leather pencil cases
  4. 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

  1. Discuss actual and virtual articles made from clay using coil technique to appreciate indigenous pottery.
  2. Name the techniques used in decorating indigenous pottery
  3. 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

  1. Discuss actual and virtual articles made from clay using coil technique to appreciate indigenous pottery.
  2. Model a pot (s) using coil technique to acquire indigenous pottery skills
  3. 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

  1. Define the term coil technique
  2. Decorate the pot (s) using traditional methods drawn from the locality
  3. 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

  1. Define the term coil technique
  2. Decorate the pot (s) using traditional methods drawn from the locality
  3. 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

  1. Define the term sculpture
  2. Discuss the technique used to decorate cooking stick/ladle
  3. 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

  1. Define the term sculpture
  2. Discuss the technique used to decorate cooking stick/ladle
  3. 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

  1. Carve a wooden cooking stick/ladle using softwood to acquire traditional carving skills
  2. Observe safety while using materials
  3. 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

  1. Carve a wooden cooking stick/ladle using softwood to acquire traditional carving skills
  2. Observe safety while using materials
  3. 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

  1. Observe actual or virtual samples of constructed 3D Roman block letters to familiarization
  2. Discuss how Roman block letters are constructed
  3. 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

  1. Observe actual or virtual samples of constructed 3D Roman block letters to familiarization
  2. Discuss how Roman block letters are constructed
  3. 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

  1. Design and construct 3D Roman block letters to acquire lettering skill
  2. Decorate the Roman block letters to create a 3D effect for self-expression
  3. 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

  1. Design and construct 3D Roman block letters to acquire lettering skill
  2. Decorate the Roman block letters to create a 3D effect for self-expression
  3. 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
Tagged under
Read more...