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Wk |
Lsn |
Strand/Theme |
Sub strand |
Specific learning outcomes |
Key inquiry Questions |
Learning experiences |
Learning Resources |
Assessment methods |
Ref l |
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1 |
1 |
CONSERVATION EDUCATION |
Wise buying - importance of wise buying |
By the end of the sub strand the learner should be able to
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How would you buy wisely from a shopping place in your locality? |
Learners brainstorm on the meaning of wise buying. In groups, learners discuss the importance of wise buying using digital devices, print materials, video clips, and documentaries. |
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Safety precautions to observe when buying different items |
By the end of the sub strand the learner should be able to
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How would you buy wisely from a shopping place in your locality? |
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3 |
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Buy wisely from a shopping place in the locality |
By the end of the sub strand the learner should be able to
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How would you buy wisely from a shopping place in your locality? |
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2 |
1 |
FOODS AND NUTRITION |
Foods and nutrients |
By the end of the sub strand the learner should be able to
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Use digital devices, books and through sharing experiences, learners brainstorm on the meaning of the terms food and nutrients.
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Various nutrients found in food |
By the end of the sub strand the learner should be able to
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Using realia, pictures and digital devices, the learners identify foods that provide the various nutrients. Learners suggest foods that provide the various essential nutrients found in the locality. |
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3 |
1 |
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Creating variety in diet |
By the end of the sub strand the learner should be able to
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- In groups, learners suggest ways of creating variety in diet when cooking meals to provide various nutrients. - Learners adopt the habit of keeping journals and daily logs of what they eat. |
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2 |
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Appreciating the habit of eating foods that are rich in all nutrients |
By the end of the sub strand the learner should be able to
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In groups, learners suggest ways of creating variety in diet when cooking meals to provide various nutrients. Learners adopt the habit of keeping journals and daily logs of what they eat. |
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3 |
Nutritional deficiencies and disorders |
By the end of the sub strand the learner should be able to
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In groups, learners brainstorm on the meaning of nutritional deficiencies and disorders. Using pictures, charts and video clips, learners identify nutritional deficiencies and disorders (marasmus, kwashiorkor, rickets, constipation, night blindness, scurvy, nutritional Anemia, Goiter) |
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3 |
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Foods found in the locality |
By the end of the sub strand the learner should be able to
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Using realia, pictures and digital devices, the learners identify foods that provide the various nutrients. Learners suggest foods that provide the various essential nutrients found in the locality. |
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4 |
1 |
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causes of nutritional deficiencies and disorders |
By the end of the sub strand the learner should be able to
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In groups, learners brainstorm on the meaning of nutritional deficiencies and disorders. Using pictures, charts and video clips, learners identify nutritional deficiencies and disorders (marasmus, kwashiorkor, rickets, constipation, night blindness, scurvy, nutritional Anemia, Goiter) |
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2 |
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Signs and symptoms of nutritional deficiencies and disorders |
By the end of the sub strand the learner should be able to a. Explain ways of preventing nutritional deficiencies and disorders b. Name signs and symptoms of nutritional deficiencies and disorders in relation to different food nutrients. c. Appreciate the importance good nutrition in preventing nutritional deficiencies and disorders |
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Learners use the video clips, pictures, charts to name the causes, signs, symptoms and prevention of each of these nutritional deficiencies and disorders. |
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3 |
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Signs and symptoms of nutritional deficiencies and disorders |
By the end of the sub strand the learner should be able to
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Learners use the video clips, pictures, charts to name the causes, signs, symptoms and prevention of each of these nutritional deficiencies and disorders. |
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5 |
1 |
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Prevention of Nutritional deficiencies and disorders |
By the end of the sub strand the learner should be able to
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Learners identify healthy eating habits that prevent nutritional deficiencies and disorders. Learners practice healthy eating habits to prevent nutritional deficiencies and disorders and keep journals and daily logs on the foods they eat. |
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2 |
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Adopting healthy eating habits to prevent nutritional deficiencies and disorders |
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Learners identify healthy eating habits that prevent nutritional deficiencies and disorders. Learners practice healthy eating habits to prevent nutritional deficiencies and disorders and keep journals and daily logs on the foods they eat. |
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6 |
1 |
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Food preservation: importance of preserving cereals and pulses) |
By the end of the sub strand the learner should be able to
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How do you preserve cereals and pulses (legume) at home? |
- In pairs learners brainstorm and identify cereals and pulses (legumes)from pictures ,charts, video clips and documentaries - In groups, learners discus the importance of preserving presentations using experiences, print materials digital devices, documentaries and video clips |
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2 |
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Food preservation: methods of preserving cereals and pulses) |
By the end of the sub strand the learner should be able to a. Identify methods of preserving cereals and pulses (legumes) in the locality in order to minimize food losses. b. Explain the nutrients found in legumes c. Appreciate the importance of preserving cereals and pulses(legumes) at home |
How do you preserve cereals and pulses (legume) at home? |
- In groups learners share experiences on methods of preserving cereals (legumes)in the locality - Learners brainstorm on equipment’s and materials used for preserving cereals and pulses(legumes)in their locality using digital devices, documentaries, print materials, video clips and experience |
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3 |
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Food preservation: equipment and materials for preserving cereals and pulses) |
By the end of the sub strand the learner should be able to a. State the methods of preserving cereals b. Name the equipment and materials used for preserving cereals and pulses (legumes) in their locality for longer preservation of food. c. Appreciate the importance of preserving cereals and pulses(legumes) at home |
How do you preserve cereals and pulses (legume) at home? |
In groups learners share experiences on methods of preserving cereals (legumes)in the locality Learners brainstorm on equipment’s and materials used for preserving cereals and pulses(legumes)in their locality using digital devices, documentaries, print materials, video clips and experience |
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7 |
1 |
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Food preservation: characteristics of storage facilities for preserved cereals and pulses) |
By the end of the sub strand the learner should be able to
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How do you preserve cereals and pulses (legume)at home? |
Learners watch a demonstration video clips on how to preserve and store cereals and pulses(legumes)in their locality Learners preserve and store cereals and pulses (legumes)hygienically using various method. |
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2 |
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Food preservatio n: importance of preserving cereals and pulses) |
By the end of the sub strand the learner should be able to
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How do you preserve cereals and pulses (legume) at home? |
Learners watch a demonstration video clips on how to preserve and store cereals and pulses(legumes)in their locality Learners preserve and store cereals and pulses (legumes) hygienically using various method. |
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3 |
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Kitchen tools and Equipment - materials use to make kitchen equipment’ |
By the end of the sub strand the learner should be able to:
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How do you clean kitchen tools and equipment’s? How do you ensure safety when cleaning kitchen tools and equipment’s? |
various kitchen tools and equipment found in the locality video clips, learners discuss materials used to clean kitchen tools and equipment in their locality (plain wood, plastic, melamine, aluminum) |
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8 |
1 |
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Kitchen tools and Equipment - Materials used for cleaning kitchen tools and equipment |
By the end of the sub strand the learner should be able to:
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How do you clean kitchen tools and equipment’s? How do you ensure safety when cleaning kitchen tools and equipment’s? |
Identify various kitchen tools and equipment found in the locality and video clips, learners discuss materials used to clean kitchen tools and equipment in their locality (plain wood, plastic, melamine, aluminum) |
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3 |
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Food preservation: Cereals and pulses (legumes in the locality) |
By the end of the sub strand the learner should be able to
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How do you preserve cereals and pulses (legume)at home? |
In pairs learners brainstorm and identify cereals and pulses (legumes)from pictures ,charts, video clips and documentaries In groups, learners discus the importance of preserving presentations using experiences, print materials digital devices, documentaries and video clips |
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Kitchen tools and Equipment - Materials used for cleaning kitchen tools and equipment |
By the end of the sub strand the learner should be able to:
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How do you clean kitchen tools and equipment’s? How do you ensure safety when cleaning kitchen tools and equipment’s? |
a demonstration, video clips on cleaning kitchen tools and equipment |
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2 |
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Kitchen tools and Equipment – cleaning and storing kitchen equipment made from different materials |
By the end of the sub strand the learner should be able to:
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How do you clean kitchen tools and equipment’s? How do you ensure safety when cleaning kitchen tools and equipment’s? |
Learners discuss the procedures of cleaning kitchen tools and equipment made of different materials (wood, plastic, aluminum) |
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9 |
1 |
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Kitchen tools and Equipment |
By the end of the sub strand the learner should be able to:
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How do you clean kitchen tools and equipment’s? How do you ensure safety when cleaning kitchen tools and equipment’s? |
materials for cleaning kitchen tools and equipment using locally available materials (sisal fibres, fine ash, course leaves, pieces of cloth, crashed charcoal) |
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2 |
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Kitchen tools and Equipment - cleaning and storing kitchen equipment made from different materials |
By the end of the sub strand the learner should be able to:
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How do you clean kitchen tools and equipment’s? How do you ensure safety when cleaning kitchen tools and equipment’s? |
Learners clean and store kitchen tools and equipment made of different materials practice safety when using kitchen tools and equipment |
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3 |
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Kitchen tools and Equipment – safety precaution s when cleaning and storing kitchen tools and equipment ’s |
By the end of the sub strand the learner should be able to:
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How do you clean kitchen tools and equipment’s? How do you ensure safety when cleaning kitchen tools and equipment’s? |
Learners clean and store kitchen tools and equipment made of different materials practice safety when using kitchen tools and equipment |
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10 |
1 |
FOODS AND NUTRITION |
Cooking foods Dry fat frying - procedures use to cook food during the dry fat frying method |
By the end of the sub strand, the learner should be able to:
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What safety precautions should you observe while frying at home? How do you use the dry fry method to cook a given local meal at home? |
Using pictures, realia, video clips and charts, learners will identify local foods which can be cooked using the dry fat frying method and are found within their locality. In group pairs, learners share experience of foods they have eaten that are cooked using the dry fat method. In groups, learners discuss the procedure used in dry frying food(any food that has its own fat e.g. meat, fish, pork, chicken) NOTE: select an appropriate food within the locality |
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2 |
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Serving dry fat food appropriately |
By the end of the sub strand, the learner should be able to:
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What safety precautions should you observe while frying at home? How do you use the dry fry method to cook a given local meal at home? |
Learners serve the fried food appropriately. In group pairs, learners share experience of foods they have eaten that are cooked using the dry fat method. In groups, learners discuss the procedure used in dry frying food(any food that has its own fat e.g. meat, fish, pork, chicken) NOTE: select an appropriate food within the locality |
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3 |
Cooking foods Storing dry fat fried foods appropriately to avoid spoilage |
By the end of the sub strand, the learner should be able to:
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What safety precautions should you observe while frying at home? How do you use the dry fry method to cook a given local meal at home? |
Watch a demonstration or video clip on safety to be observed when cooking. In groups or pairs, learners brainstorm on the safety measures to be observed during dry fat frying at home. In groups or pairs, learners cook food using dry fat frying method. |
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11 |
1 |
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Appreciating foods cooked using the dry fat frying method |
By the end of the sub strand, the learner should be able to:
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What safety precautions should you observe while frying at home? How do you use the dry fry method to cook a given local meal at home? |
Watch a demonstration or video clip on safety to be observed when cooking. In groups or pairs, learners brainstorm on the safety measures to be observed during dry fat frying at home. In groups or pairs, learners cook food using dry fat frying method. Learners serve the fried food appropriately. |
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2 |
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Deep frying |
By the end of the sub strand, the learner should be able to:
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What local foods can you deep fry at home? How do you deep fry food at home? |
Using pictures, realia, video clips and charts, learner will identify local foods which can be deep fried and are found within their locality. In groups pairs, learners share experiences on the foods they have eaten that are deep fried. |
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3 |
ASSESSMENT |
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Tuesday, 15 November 2022 08:01
MTP Home Science 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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