Integrated Learning Areas - Grade 5 End Term 1 Exam 2021 SET 2

COMPETENCY BASED CURICULUM
GRADE 5, END OF TERM 1
INTEGRATED LEARNING AREAS
NAME....................................................SCHOOL...............................

ART & CRAFT

1. List 5 materials that are needed when creating a still life composition using smudge technique.
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2. In the space beiow, draw two overlapped cylindrical forms and shade using cross hatching technique to create light and dark effect.
    
3. List 5 materials that are needed to create crayon etching pictorial compositions.
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4. Write 5 secondary colours you know.
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5. What is painting?
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6. Draw and paint a colour wheel to show primary, secondary and tertiary colours.
   
7. List any 3 materials that are needed when drawing a colour wheel.
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MUSIC

1. Explain what these songs are:
   1. Patriotic songs _______________________________________________________________________________________________
   2. Lullaby songs
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   3. Action songs
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   4. Topical songs 
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   5. Sacred songs
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2. Write the first verse of the East African Anthem in Kiswahili. (5 marks)
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3. Outline 4 aspects of folk songs.
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4. State 4 safety measures that should be observed when performing folk songs.
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5. Name 4 Kenyan musical instruments: 
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6. Draw a descant recorder in the space below.

PHYSICAL & HEALTH EDUCATION

1. Give 4 health benefits gained through participating in running
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2. Outline 2 safety measures that should be observed when practising the -run through finish' technique.
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3. List 2 materials that can be used to improvise a relay baton.
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4. Give 4 safety measures that should be observed when improvising'a relay baton.
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5. Draw a relay baton in the space below.
   
6. Explain the term straddle as used in skipping rope.
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7. Outline 4 safety measures that should be observed when practising straddle to avoid injuries.
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8. List 5 health benefits of rope skipping.
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9. List 3 responsibilities of infield players when playing batting
   games.
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10. Outline three qualities of a good outfield player when playing batting games.
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