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W k |
Ls n |
Strand/Th eme |
Sub strand |
Specific learning outcomes |
Key inquiry Questions |
Learning experiences |
Learning Resources |
Assessment methods |
Refl |
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1 |
1 |
CONSERVING OUR ENVIRONMENT |
Planting- raising climbing fruits from cuttings |
By the end of the sub strand the learner should be able to
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How can we prepare planting materials for climbing fruit plants? How are climbing fruit plants established? |
In groups, learners to prepare suitable planting materials for climbing fruit plants such as to various varieties of passion fruits, grapes, kiwi and berries. Learners to plant the selected planting materials on suitably prepared site. The site could be on the ground or appropriate container on a plot or along the fence |
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2 |
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How to Care for young climbing fruit plants |
By the end of the sub strand the learner should be able to
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How can we take care of climbing fruit plants after planting? |
In groups, learners construct shades to protect young fruit plants from damages. Learners to engage their parents or guardians and the community members in growing climbing fruit plants. |
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3 |
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How to Care for young climbing fruit plants |
By the end of the sub strand the learner should be able to
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How can we take care of climbing fruit plants after planting? |
In groups, learners construct shades to protect young fruit plants from damages. Learners to engage their parents or guardians and the community members in growing climbing fruit plants. |
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2 |
1 |
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How to Care for young climbing fruit plants |
By the end of the sub strand the learner should be able to
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How can we take care of climbing fruit plants after planting? |
Learner to use appropriate materials to support the climbing fruit vines. Learners to engage their parents or guardians and the community members in growing climbing fruit plants. |
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2 |
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How to Care for young climbing fruit plants |
By the end of the sub strand the learner should be able to
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How can we take care of climbing fruit plants after planting? |
In groups, learners water the young fruit plants. Learners to apply manure and fertilizer to fruit plants. Learners to weed for the fruit plants. |
· MTP Agriculture Grade 5 Leaners Bk. Pg.38-40 · MTP Agriculture Grade 5 TG. Pg. 78-79 |
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3 |
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How to Care for young climbing fruit plants |
By the end of the sub strand the learner should be able to
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How can we take care of climbing fruit plants after planting? |
In groups, learners water the young fruit plants. Learners to apply manure and fertilizer to fruit plants. Learners to weed for the fruit plants. |
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3 |
1 |
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identifying the project activities |
By the end of the sub strand the learner should be able to
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When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested? |
In groups, learners to take care of the established climbing fruit plants by carrying out appropriate activities such as protective shade around the fruit plants, watering, manuring, removing excess branches and training the fruit plant |
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2 |
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identifying the project activities |
By the end of the sub strand the learner should be able to
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What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested? |
In groups, learners to take care of the established climbing fruit plants by carrying out appropriate activities such as protective shade around the fruit plants, watering, manuring, removing excess branches and training the fruit plant |
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3 |
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Making a project schedule |
By the end of the sub strand the learner should be able to
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What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested? |
In groups, learners to take care of the established climbing fruit plants by carrying out appropriate activities such as protective shade around the fruit plants, watering, manuring, removing excess branches and training the fruit plant. In groups learners to make a projects schedule to undertake the identified activity |
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4 |
1 |
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Making a project schedule |
By the end of the sub strand the learner should be able to
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What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested? |
In groups, learners to take care of the established climbing fruit plants by carrying out appropriate activities such as protective shade around the fruit plants, watering, manuring, removing excess branches and training the fruit plant. In groups learners to make a projects schedule to undertake the identified activity |
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2 |
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Identifying the right stage of harvesting g climbing fruits |
By the end of the sub strand the learner should be able to
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What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested? |
In groups, learners share experiences on how to identify a mature fruit of climbing fruit plants. |
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3 |
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Identifying the right stage of harvesting g climbing fruits |
By the end of the sub strand the learner should be able to
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What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested? |
In groups, learners share experiences on how to identify a mature fruit of climbing fruit plants |
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5 |
1 |
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Harvesting fruits from climbing plants |
By the end of the sub strand the learner should be able to
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What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested? |
In groups, learners to carry out harvesting of climbing fruits. Learners to assist parents or guardians in the activities for caring for climbing fruit crops at home. |
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2 |
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Harvesting fruits from climbing plants |
By the end of the sub strand the learner should be able to
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What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested? |
In groups, learners to carry out harvesting of climbing fruits. Learners to assist parents or guardians in the activities for caring for climbing fruit crops at home. |
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3 |
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Importance of fruits |
By the end of the sub strand the learner should be able to
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What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested? |
In groups learners to discuss the importance of fruits |
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6 |
1 |
DOMESTIC ANIMALS |
Uses of domestic animals – identifying various domestic animals |
By the end of the sub strand the learner should be able to
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How are domestic animals important to human beings? |
In pairs learners to brainstorm and share experiences on the uses of domestic animals (bees, rabbits, camels, fish, pigs, donkeys, dogs, cats and horses) |
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2 |
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Relating animals to their uses |
By the end of the sub strand the learner should be able to
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How are domestic animals important to human beings? |
In groups, learners to match domestic animals to their uses. Learners to watch video clips on various types of domestic animals and their use. Learners visit the neighboring farms to |
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3 |
1 |
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Conservatio n project: Managing climbing fruit plants- identifying |
By the end of the sub strand the learner should be able to
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What activities are carried out in the management of climbing fruit plants? |
In groups, learners to take care of the established climbing fruit plants by carrying out appropriate activities such as protective shade around the fruit plants, watering, explore various uses of domestic animals. |
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3 |
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Animal welfare |
By the end of the sub strand the learner should be able to
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How are domestic animals important to human beings? |
Learners visit the neighboring farms to explore various uses of domestic animals. Learners to care and love domestic animals |
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7 |
1 |
GARDENING PRACTICES |
Indigenous food crops – identifying types of indigenous crops |
By the end of the sub strand the learner should be able to
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What types of indigenous crops are found in the community? Why are indigenous crops important? |
In pairs, learners brainstorm on the meaning and importance of indigenous food crops. In groups, learners to brainstorm and share experiences on types of indigenous food crops (indigenous vegetables such as pigweeds and black night shade, indigenous cereals such as millet and sorghum and indigenous root crops such as yams and cassava). |
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2 |
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identifying types of indigenous crops |
By the end of the sub strand the learner should be able to
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What types of indigenous crops are found in the community? Why are indigenous crops important? |
Learners visit the neighboring environment to identify the various indigenous food crops (vegetables, cereals and root crops) |
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3 |
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Using flash cards to identify indigenous food crops |
By the end of the sub strand the learner should be able to
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What types of indigenous crops are found in the community? Why are indigenous crops important? |
In groups, learners to brainstorm and share experiences on types of indigenous food crops (indigenous vegetables such as pigweeds and black night shade, indigenous cereals such as millet and sorghum and indigenous root crops such as yams |
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8 |
1 |
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Role play |
By the end of the sub strand the learner should be able to
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What types of indigenous crops are found in the community? Why are indigenous crops important? |
In groups, learners to brainstorm and share experiences on types of indigenous food crops (indigenous vegetables such as pigweeds and black night shade, indigenous cereals such as millet and sorghum and indigenous root crops such as yams |
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2 |
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Exploring indigenous food crops in our neighbourh ood |
By the end of the sub strand the learner should be able to
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What types of indigenous crops are found in the community? Why are indigenous crops important? |
In groups, learners to brainstorm and share experiences on types of indigenous food crops (indigenous vegetables such as pigweeds and black night shade, indigenous cereals such as millet and sorghum and indigenous root crops such as yams |
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3 |
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Exploring indigenous food crops in our neighbourh ood |
By the end of the sub strand the learner should be able to
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What types of indigenous crops are found in the community? Why are indigenous crops important? |
In groups, learners to brainstorm and share experiences on types of indigenous food crops (indigenous vegetables such as pigweeds and black night shade, indigenous cereals such as millet and sorghum and indigenous root crops such as yams |
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9 |
1 |
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Exploring indigenous food crops in our neighbourh ood |
By the end of the sub strand the learner should be able to
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What types of indigenous crops are found in the community? Why are indigenous crops important? |
In groups, learners to brainstorm and share experiences on types of indigenous food crops (indigenous vegetables such as pigweeds and black night shade, indigenous cereals such as millet and sorghum and indigenous root crops such as yams |
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2 |
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Preserving and mounting parts of indigenous food plants for display |
By the end of the sub strand the learner should be able to
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What types of indigenous crops are found in the community? Why are indigenous crops important? |
Learner to collect, preserve and mount identifiable parts such as leaf specimen of various indigenous food crops on manila paper such as indigenous vegetables: pigweed, pumpkin, black night shade, spider weed: indigenous cereals: millet, sorghum and Indigenous root crops: cassava, yams, sweet potato, arrow roots |
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3 |
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Preserving and mounting parts of indigenous food plants for display |
By the end of the sub strand the learner should be able to
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What types of indigenous crops are found in the community? Why are indigenous crops important? |
Learner to collect, preserve and mount identifiable parts such as leaf specimen of various indigenous food crops on manila paper such as indigenous vegetables: pigweed, pumpkin, black night shade, spider weed: indigenous cereals: millet, sorghum and Indigenous root crops: cassava, yams, sweet potato, arrow roots. |
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10 |
1 |
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Vegetable Gardening Practices- preparing a nursery bed |
By the end of the sub strand the learner should be able to
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What are the gardening practices for vegetables? Why should we grow vegetables? |
Learners watch a video clips on how to prepare nursery bed and sow vegetables seeds into the nursery bed.
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2 |
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preparing a nursery bed |
By the end of the sub strand the learner should be able to
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What are the gardening practices for vegetables? Why should we grow vegetables? |
Learners watch a video clips on how to prepare nursery bed and sow vegetables seeds into the nursery bed |
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3 |
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Sowing seeds on a nursery bed |
By the end of the sub strand the learner should be able to
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What are the gardening practices for vegetables? Why should we grow vegetables? |
In groups, learners to sow vegetable seeds on the prepared nursery bed. |
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11 |
ASSESSMENT |
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Tuesday, 15 November 2022 07:57
Mountain Top Agriculture Activities - Grade 5 Schemes of Work Term 2 2023
Kareen
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Grade 5 Schemes of Work Term 2 2023
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