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W
eek
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Lesso
n
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Strand
/Theme
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Sub-strand
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Specific-Learning outcomes
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Key Inquiry Question(S)
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Learning/ Teaching Experience
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Learning
Resources
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Assessment Methods
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Reflection
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1
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1
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Conserving our environment
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- Soil erosion control;
- Meaning of soil erosion in the environment
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By the end of the sub-strand, the learner should be able to:
- Define the meaning of soil erosion.
- Discuss how each type of erosion occurs (splash, sheet, rill and gulley erosion)
- Appreciate the importance of protecting soil from erosion.
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What is the meaning of soil erosion?
Why should we protect soil from erosion?
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- Learners are guided to define the meaning of soil erosion.
- In groups, learners are guided to Discuss how each type of erosion occurs (splash, sheet, rill and gulley erosion)
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- Video clips
- Realia
- Pictures
- Charts
- Realia
- Computing devices
- Digital devices
Story Moja; Know More; Agriculture Learner’s Book Grade 6 pg. 1-2
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Oral questions
Oral Report
Observation
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2
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Conserving our environment
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Identifying types of soil erosion in the environment
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By the end of the sub-strand, the learner should be able to:
- Identify types of soil erosion in the environment.
- Take a tour around the school compound or neighborhood and use digital devices to take pictures of the identified eroded sites.
- Have fun and enjoy taking a tour around the school compound and neighborhood.
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Which are the four main types of soil erosion?
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- Learners are guided to identify types of soil erosion in the environment.
- In groups, learners are guided to take a tour around the school compound or neighborhood and use digital devices to take pictures of the identified eroded sites.
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- Video clips
- Realia
- Pictures
- Charts
- Realia
- Computing devices
- Digital devices
Story Moja; Know More; Agriculture Learner’s Book Grade 6 pg. 3
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Oral questions
Oral Report
Observation
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3
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Conserving our environment
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Demonstrate splash and sheet erosion
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By the end of the sub-strand, the learner should be able to:
- State the difference between splash and sheet erosion.
- Demonstrate splash and sheet erosion.
- Have fun and enjoy experimenting splash and sheet erosion.
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What is the difference between splash and sheet erosion?
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- In groups, learners are guided to watch a video clip on splash and sheet erosion.
- Learners are guided to state the difference between splash and sheet erosion.
- In groups, learners are guided to demonstrate splash and sheet erosion.
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- Water
- Soil samples
- Video clips
- Realia
- Pictures
- Charts
- Realia
- Computing devices
- Digital devices
StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 4-5
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Oral questions
Oral Report
Observation
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2
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1
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Conserving our environment
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Demonstrate rill and gulley erosion
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By the end of the sub-strand, the learner should be able to:
- State the difference between rill and gulley erosion.
- Demonstrate rill and gulley erosion.
- Have fun and enjoy experimenting rill and gulley erosion.
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What is the difference between rill and gulley erosion?
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- In groups, learners are guided to watch a video clip on rill and gulley erosion.
- Learners are guided to state the difference between rill and gulley erosion.
- In groups, learners are guided to demonstrate rill and gulley erosion.
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- Water
- Soil samples
- Shovel
- Video clips
- Realia
- Pictures
- Charts
- Realia
- Computing devices
- Digital devices
StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 5-6
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Oral questions
Oral Report
Observation
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2
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Conserving our environment
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How to control splash and sheet erosion
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By the end of the sub-strand, the learner should be able to:
- Brainstorm how to control splash and sheet erosion.
- Discuss how rill and gulley erosion can be controlled in the school environment or neighborhood.
- Appreciate the activities that help to control soil erosion.
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Why is it important to cover the soil with grass or leaves?
How can you help the community to control soil erosion?
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- In groups, learners are guided to brainstorm how to control splash and sheet erosion.
- In groups, learners are guided to discuss how rill and gulley erosion can be controlled in the school environment or neighborhood.
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- Video clips
- Realia
- Pictures
- Charts
- Realia
- Computing devices
- Digital devices
StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 6-7
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Oral questions
Oral Report
Observation
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3
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Conserving our environment
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Controlling soil erosion within the school or community
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By the end of the sub-strand, the learner should be able to:
- Identify the methods he/she can use to control soil erosion in the environment.
- Plant tree seedlings on a particular site in the school or the community that has been eroded.
- Have fun and enjoy planting trees.
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What are the ways of controlling soil erosion?
What can the community do to prevent soil erosion?
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- In groups, learners are guided to plant tree seedlings on a particular site in the school or the community that has been eroded (Remember to water the trees regularly)
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- Seedlings
- Jerricans
- Slashers
- Jembes
- Video clips
- Realia
- Pictures
- Charts
- Realia
- Computing devices
- Digital devices
StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 7-9
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Oral questions
Oral Report
Observation
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3
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1
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Conserving our environment
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Water conservation; Types of seedbeds
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By the end of the sub-strand, the learner should be able to:
- Define the meaning of conserving moisture.
- Share experiences on types of seedbeds that conserve moisture.
- Enjoy reading the story about Maisha Bora village.
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What is the meaning of conserving moisture?
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- Learners are guided to define the meaning of conserving moisture.
- Learners are guided to define the meaning of sunken bed and shallow pits.
- In groups, learners are guided to share experiences on types of seedbeds that conserve moisture.
- Learners are guided to read the story and discuss the questions that follow about Maisha Bora village.
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- Video clips
- Realia
- Pictures
- Charts
- Realia
- Computing devices
- Digital devices
StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 10-11
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Oral questions
Oral Report
Observation
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2
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Conserving our environment
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Identify types of seedbeds that conserve soil moisture
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By the end of the sub-strand, the learner should be able to:
- Identify types of seedbeds that conserve soil moisture.
- Prepare shallow pits and sunken beds.
- Appreciate types of seedbeds that conserve moisture.
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How do sunken beds and shallow pits conserve moisture?
What will happen to plants and animals if soil moisture is not conserved?
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- Learners are guided to identify types of seedbeds that conserve soil moisture.
- In groups, learners are guided to prepare shallow pits and sunken beds.
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- Seedlings
- Gloves
- Gumboots
- Rakes
- Jembes
- Video clips
- Realia
- Pictures
- Computing devices
- Digital devices
StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 12-13
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Oral questions
Oral Report
Observation
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3
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Conserving our environment
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Importance of conserving soil moisture
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By the end of the sub-strand, the learner should be able to:
- State the importance of conserving soil moisture.
- Compose songs, poems or verses on methods of soil moisture conservation.
- Appreciate the importance of conserving soil moisture.
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What are the benefits of conserving moisture in the soil?
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- Learners are guided to state the importance of conserving soil moisture.
- In groups, learners are guided to compose songs, poems or verses on methods of soil moisture conservation.
- In groups, learners are guided to visit a nearby farm to observe methods that conserve moisture and take photographs showing how soil moisture can be conserved in farming.
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- Video clips
- Realia
- Pictures
- Charts
- Realia
- Computing devices
- Digital devices
StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 13-14
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Oral questions
Oral Report
Observation
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4
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1
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Conserving our environment
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Living better with wild animals;
Deterrents for wild animals
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By the end of the sub-strand, the learner should be able to:
- Identify deterrents that keep off wild animals.
- Match each picture of deterrent and the name of the deterrent.
- Appreciate types of deterrents.
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Why is it important to stop small wild animals from destroying crops without killing them?
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- Learners are guided to identify deterrents that keep off wild animals.
- Learners are guided to match each picture of deterrent and the name of the deterrent.
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- Video clips
- Realia
- Pictures
- Charts
- Realia
- Computing devices
- Digital devices
StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 15-16
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Oral questions
Oral Report
Observation
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2
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Conserving our environment
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Establish deterrents to keep off wild animals
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By the end of the sub-strand, the learner should be able to:
- Read the story about Mwangaza area and discuss the questions that follow.
- Watch a video or listen to a resource person about safe methods of keeping off wild animals from destroying crops and harming domestic animals.
- Appreciate the importance of deterrents to keep off wild animals.
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What did you learn from the story?
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- In pairs, learners are guided to read the story about Mwangaza area and discuss the questions that follow.
- In pairs, learners are guided to watch a video or listen to a resource person about safe methods of keeping off wild animals from destroying crops and harming domestic animals.
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- Video clips
- Realia
- Pictures
- Charts
- Realia
- Computing devices
- Digital devices
StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 16-20
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Oral questions
Oral Report
Observation
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3
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Conserving our environment
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Making presentations
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By the end of the sub-strand, the learner should be able to:
- Compile photographs and pictures of deterrents that keep wild animals from destroying crops and harming domestic animals.
- Make a presentation using projector or display the printed photographs.
- Have fun and enjoy making a presentation.
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How to make a presentation about deterrents?
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- Learners are guided to compile photographs and pictures of deterrents that keep wild animals from destroying crops and harming domestic animals.
- Learners are guided to make a presentation using projector or display the printed photographs.
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- Video clips
- Realia
- Pictures
- Charts
- Realia
- Computing devices
- Digital devices
StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 20-21
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Oral questions
Oral Report
Observation
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5
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1
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Conserving our environment
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Establishing deterrents
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By the end of the sub-strand, the learner should be able to:
- Discuss small wild animals that can be controlled using different types of deterrents.
- Identify an area around the school compound or community where small wild animals destroy crops or harm domestic animals.
- Appreciate different types of deterrents.
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Which small wild animals can be controlled using various deterrents?
What would happen if small wild animals are not controlled?
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- In groups, learners are guided to discuss small wild animals that can be controlled using different types of deterrents.
- In groups, learners are guided to identify an area around the school compound or community where small wild animals destroy crops or harm domestic animals.
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- Video clips
- Realia
- Pictures
- Charts
- Realia
- Computing devices
- Digital devices
StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 21
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Oral questions
Oral Report
Observation
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2
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Conserving our environment
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Innovative sound device
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By the end of the sub-strand, the learner should be able to:
- List the materials needed to make an innovative sound device.
- Construct an innovative sound device.
- Have fun and enjoy constructing an innovative sound device.
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How can we construct an innovative sound device?
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- Learners are guided to list the materials needed to make an innovative sound device.
- Learners are guided to outline the steps to follow to construct an innovative sound device.
- In groups, learners are guided to construct an innovative sound device.
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- Metallic tins
- Pieces of wire
- Metallic rods/old spoons
- Video clips
- Realia
- Pictures
- Charts
- Realia
- Computing devices
- Digital devices
StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 22
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Oral questions
Oral Report
Observation
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3
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Conserving our environment
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Scarecrow
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By the end of the sub-strand, the learner should be able to:
- Outline the steps to follow when constructing a scarecrow.
- Construct a scarecrow using sticks and old metallic tins.
- Have fun and enjoy constructing a scarecrow.
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How is a scarecrow constructed?
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- Learners are guided to list the materials needed to construct a scarecrow.
- Learners are guided to outline the steps to follow when constructing a scarecrow.
- In groups, learners are guided to construct a scarecrow using sticks and old metallic tins.
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- Tins
- Sticks
- Wires
- Video clips
- Realia
- Pictures
- Computing devices
- Digital devices
StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 22-23
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Oral questions
Oral Report
Observation
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6
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1
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Conserving our environment
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Barbed wire fence
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By the end of the sub-strand, the learner should be able to:
- Outline the steps to follow when constructing a barbed wire fence.
- Construct a barbed wire fence.
- Appreciate the importance of a barbed wire fence.
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How do we construct a barbed wire fence?
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- Learners are guided to list the materials needed to construct a barbed wire fence.
- Learners are guided to outline the steps to follow when constructing a barbed wire fence.
- In groups, learners are guided to construct a barbed wire fence
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- Barbed wire
- Posts
- Nails
- Video clips
- Realia
- Pictures
- Computing devices
- Digital devices
StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 23-24
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Oral questions
Oral Report
Observation
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2
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Conserving our environment
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Thorny fence
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By the end of the sub-strand, the learner should be able to:
- Identify and select thorny plants to establish.
- Establish and water the plants every day until they mature to form a thorny fence.
- Appreciate the plants that create a thorny fence.
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What is a thorny fence?
How to create a thorny fence?
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- Learners are guided to identify and select thorny plants to establish.
- In groups, learners are guided to establish and water the plants every day until they mature to form a thorny fence.
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- Seedlings
- Jembes
- Water
- Video clips
- Realia
- Pictures
- Computing devices
- Digital devices
StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 24-25
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Oral questions
Oral Report
Observation
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3
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Conserving our environment
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A safe trap
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By the end of the sub-strand, the learner should be able to:
- Outline the steps to follow when constructing a safe trap for wild animals.
- Construct a safe trap for wild animals.
- Have fun and enjoy constructing a safe trap for wild animals
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How is a safe trap for small wild animals constructed?
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- Learners are guided to list the materials needed to construct a safe trap for wild animals.
- Learners are guided to outline the steps to follow when constructing a safe trap for wild animals.
- In groups, learners are guided to construct a safe trap for wild animals
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- Video clips
- Realia
- Pictures
- Charts
- Realia
- Computing devices
- Digital devices
StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 25-26
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Oral questions
Oral Report
Observation
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7
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1
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Conserving our environment
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By the end of the sub-strand, the learner should be able to:
- Identify the creeping crops in the environment.
- Discuss the features of the creeping crops he/she has observed.
- Appreciate the features of creeping crops.
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What are creeping crops?
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- Learners are guided to identify the creeping crops in the environment.
- In groups, learners are guided to discuss the features of the creeping crops he/she has observed.
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- Video clips
- Realia
- Pictures
- Charts
- Realia
- Computing devices
- Digital devices
StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 27-28
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Oral questions
Oral Report
Observation
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2
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Conserving our environment
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By the end of the sub-strand, the learner should be able to:
- Identify areas where he/she can obtain planting materials for establishing creeping crops.
- Collect planting materials for the creeping crops he/she has chosen to establish.
- Have fun and enjoy collecting planting materials for creeping crops.
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How to collect planting materials for the creeping crops?
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- Learners are guided to identify areas where he/she can obtain planting materials for establishing creeping crops.
- In groups, learners are guided to collect planting materials for the creeping crops he/she has chosen to establish.
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- Seedlings
- Video clips
- Realia
- Pictures
- Charts
- Realia
- Computing devices
- Digital devices
StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 29
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Oral questions
Oral Report
Observation
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3
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Conserving our environment
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By the end of the sub-strand, the learner should be able to:
- Name some examples of creeping crops.
- Prepare and establish planting materials for creeping crops.
- Have fun and enjoy establishing planting materials for creeping crops.
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How to prepare and establish planting materials for creeping crops?
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- Learners are guided to name some examples of creeping crops.
- In groups, learners are guided to prepare and establish planting materials for creeping crops.
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- Water
- Seeds
- Containers
- Sieve sacks
- Jembes
- Manure
- Video clips
- Computing devices
- Digital devices
StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 30-31
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Oral questions
Oral Report
Observation
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8
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1
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Conserving our environment
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By the end of the sub-strand, the learner should be able to:
- Mention the ways he/she can protect young creeping crops from physical damage or excessive heat.
- Construct a structure (such as twig shed or net shed) that can protect the seedlings from physical damage or excessive heat.
- Appreciate the importance of protecting young creeping crops.
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What are the ways of protecting young creeping crops from physical damage or excessive heat?
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- Learners are guided to mention the ways he/she can protect young creeping crops from physical damage or excessive heat.
- In groups, learners are guided to construct a structure (such as twig shed or net shed) that can protect the seedlings from physical damage or excessive heat.
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- Old nets
- Twigs
- Video clips
- Realia
- Pictures
- Charts
- Realia
- Computing devices
- Digital devices
StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 31-32
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Oral questions
Oral Report
Observation
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2
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Conserving our environment
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By the end of the sub-strand, the learner should be able to:
- List the materials needed to train creeping crops.
- Train creeping crops that he/she planted.
- Appreciate the importance of training creeping crops.
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How to train creeping crops?
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- Learners are guided to list the materials needed to train creeping crops.
- In groups, learners are guided to train creeping crops that he/she planted.
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- Nylon strings
- Long sticks
- Video clips
- Realia
- Pictures
- Computing devices
- Digital devices
StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 32
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Oral questions
Oral Report
Observation
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3
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Conserving our environment
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By the end of the sub-strand, the learner should be able to:
- State the importance of watering seedling every day.
- Practice watering young creeping crops using drip irrigation.
- Appreciate the importance of watering seedlings every day.
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What is the importance of watering the seedlings every day?
How to water young creeping crops using drip irrigation?
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- Learners are guided to state the importance of watering seedling every day.
- Learners are guided to list the materials needed for drip irrigation.
- Learners are guided to outline the steps to follow when watering young creeping crops using drip irrigation.
- In groups, learners are guided to practice watering young creeping crops using drip irrigation.
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- Video clips
- Realia
- Pictures
- Charts
- Realia
- Computing devices
- Digital devices
StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 33
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Oral questions
Oral Report
Observation
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9
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1
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Conserving our environment
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Applying manure on the creeping crops
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By the end of the sub-strand, the learner should be able to:
- Give reasons for applying manure on the creeping crops.
- Apply manure on the creeping crops.
- Appreciate the importance of applying manure on the creeping crops.
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Why should we apply manure on creeping crops?
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- Learners are guided to give reasons for applying manure on the creeping crops.
- In groups, learners are guided to apply manure on the creeping crops.
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- Manure
- Shovels
- Empty sacks/old buckets/wheelbarrows
- Video clips
- Realia
- Computing devices
- Digital devices
StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 33-34
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Oral questions
Oral Report
Observation
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2
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Conserving our environment
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Weeding
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By the end of the sub-strand, the learner should be able to:
- Define the meaning of weeding.
- Demonstrate and practice weeding of the creeping crops he/she planted.
- Appreciate the importance of weeding.
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What is weeding?
Why is weeding important to growing plants?
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- Learners are guided to define the meaning of weeding.
- Learners are guided to state the importance of weeding.
- In groups, learners are guided to demonstrate and practice weeding of the creeping crops he/she planted.
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- Jembes
- Video clips
- Realia
- Pictures
- Charts
- Realia
- Computing devices
- Digital devices
StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 34
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Oral questions
Oral Report
Observation
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3
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Conserving our environment
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Growing creeping crops in the community
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By the end of the sub-strand, the learner should be able to:
- State the importance of creeping crops.
- Recite a poem on the importance of creeping crops.
- Appreciate the importance of creeping crops.
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Why are creeping crops important?
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- Learners are guided to state the importance of creeping crops.
- In groups, learners are guided to recite a poem on the importance of creeping crops
- In groups, learners are guided to develop a demonstration plots for creeping crops in his/her school
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- Jembes
- Seeds
- Water
- Organic manure
- Video clips
- Realia
- Pictures
- Computing devices
- Digital devices
StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 35-36
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Oral questions
Oral Report
Observation
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10
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o END TERM ASSESSMENT
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