KLB

Wednesday, 23 November 2022 08:15

Science (KLB) - Class 8 Schemes of Work Term 2 2023

STD 8 SCIENCE SCHEMES OF WORK TERM 2 2023

WEEK	LESSON	TOPIC	*SUBTOPIC*	OBJECTIVES	T/L ACTIVITIES	T/L AIDS	REFERENCE	RMKS
1	1	ENVIRONMENT	soil pollution Effects of soil pollution	By the end of the lesson the learner should be able to: Explain meaning of soil pollution. Describe effects of soil pollution.	Revision Explanation Discussion Writing	Real soil samples clay loam sand	Pri sci. ppls bk pg 44 2 pg 66 soil samples
	2	‘’	Soil conservation	By the end of the lesson the learner should be able to: Explain meaning of soil conservation. Describe soil conservation methods	Explanation Discussion Writing Question & answer	Real soil samples Pictures Diagrams	Sci bk pg 90
	3	‘’	Air pollution	By the end of the lesson the learner should be able to: Practice soil conservation Describe how air gets polluted	Revsion Explanation Discussion Writing	A chart showing causes of air pollution	Pry. scie ppls bk pg 97
	4	‘’	Effects of air pollution	By the end of the lesson the learner should be able to: State effects of air pollution	Revision Explanation Discussion Writing	Text books Pictures	Pry. scie ppls bk 8 pg 102
	5	‘’	Ways of controlling air pollution	By the end of the lesson the learner should be able to: Identify ways in which air pollution can be controlled	Revision Explanation Discussion Writing Quesans	Text books Pictures	Pry. scie ppls bk 8 pg 104
2	1	FOOD AND NUTRITION	Nutrition for special groups pregnant mother lactating mother	By the end of the lesson the learner should be able to: Identify nutritional requirement for special groups.	Explanation Discussion naming Writing	Real food samples Pictures	Pry. scie ppls bk 8 pg 113
	2	‘’	Nutrition for infants Value of breast milk	By the end of the lesson the learner should be able to: Identify nutritional requirements for special groups. Describe value of breast milk (advantages)	Revision Explanation Discussion Writing Quesans	Real food samples Pictures	Pry. scie ppls bk 8 pg 117
	3	‘’	Nutrition for people with HIV/AIDS	By the end of the lesson the learner should be able to: Identify nutritional requirements for special groups	Revision Explanation Discussion Asking and answering oral questions	Real food samples Pictures	Pry. scie ppls bk 8 pg 118
	4		FOOD POISONING Causes of food poisoning	By the end of the lesson the learner should be able to: Name Causes of food poisoning	Revision Explanation Discussion Writing	Chalkboard	Pry. scie ppls bk 8 pg
	5		Ways of preventing food poisoning	By the end of the lesson the learner should be able to: State ways of preventing food poisoning	‘’	Chalkboard	‘’
3	1	ENERGY	Meaning Types of energy	By the end of the lesson the learner should be able to: Explain what energy is Describe different types of energy	Revision Defining Discussion Stating	chart showing types of energy	Pry. scie ppls bk 8 pg 128
	2	Different types of energy		By the end of the lesson the learner should be able to: Describe different types of energy	Revision Defining Discussion Writing Stating	Chart showing types of energy	Pry. scie ppls bk 8 pg 136
	3	,,		By the end of the lesson the learner should be able to: Describe different types of energy	‘’	Chalkboard	‘’
	4	ENERGY	Transformation of energy in electric circuit	By the end of the lesson the learner should be able to: Describe transformations of energy	Explanation Discussion Experimentation Observing Naming	Real material eg cells,bulbs.wires	Pry. scie ppls bk 8 pg 141
	5	‘’	CAT	Pupils will do a CAT on food and nutrition and energy	Doing a CAT on topics covered	Written questions	Chalkboard Textbooks
4	1	ENERGY	Energy transformation in food.	By the end of the lesson the learner should be able to: Describe transformation of energy.	Explanation experimentation Discussion observation writing	Chart showing energy transformations in food.	Pry. scie ppls bk 8 pg pg 143
	2	,,	Energy transformation in burning fuels	By the end of the lesson the learner should be able to: Describe transformation of energy in burning fuels	Explanation experimentation Discussion observation	Real fuels eg. firewood, kerosene. charts showing changes.	Pry scie pls bk 8 pg 140
	3	,,	Energy transformation in a radio.	By the end of the lesson the learner should be able to: Describe transformation of energy	Explanation experimentation Discussion observation	Real radio Charts showing changes	Pry scie pls bk 8 pg 144
	4	,,	Simple electromagnet	By the end of the lesson the learner should be able to: Describe transformation of energy.	Explanation experimentation Discussion observation	Real material eg. cells, wires, bulbs,nails etc	Pry scie pls bk8 pg 145
	5		CAT	Pupils will do a cat on topic energy.	Doing a cat Marking Revision	Written question.	chalkboard textbooks
5	1	Energy	Methods of conserving energy	By the end of the lesson the learner should be able to: State methods of conserving energy	Revision Explanation Discussion Writing.	Chart showing methods of conserving energy.	Pry. scie pls bk 8 pg 147 Scie in action pg 74
	2	,,	,,	By the end of the lesson the learner should be able to: state methods of conserving energy in revision	Revision Explanation Discussion Writing	Chart showing methods of conserving energy.	Pry. scie pls. pg 147 Scie inaction pg 74
	3	Making work easier	Simple machines ladder stair case road winding up a hill	By the end of the lesson the learner should be able to: Investigate how inclined planes make work easier.	Explanation experimentation measuring recording observation	Metre rule Vertical stand Weight Screws ladder tamp.	Syllabus vol 2pg.71 Pry scie pls pg 160163
	4	‘’	‘’	By the end of the lesson the learner should be able to: Investigate how inclined planes make work easier.	‘’	‘’	2pg.71 Pry scie pls
	5	,,	CAT	Pupils will answer typed questions on topics covered	Answering typed questions	Typed questions on papers	Chalkboard. Question booklets
6	1	,,	PULLEYS meaning Single fixed pulley	By the end of the lesson the learner should be able to: investigate how single fixed pulley make work easier	Explanation experimentation observation discussion recording	Real pulleys from the scie. kit	Syllabus vol. 2 pg 71 Pry scie. pls bk8 pg 164
	2	,,		By the end of the lesson the learner should be able to: investigate how single fixed pulley make work easier state uses of single fixed pulley	Explanation experimentation observation discussion recording stating	Real pulley from the scie kit.	Pry scie pls bk 8 pg 165
		REVISION (health education)		By the end of the lesson the learner should be able to: answer oral and written questions on topic covered.	group discussion reporting	Writing questions	text books past papers
7		REVISION (Animals)		By the end of the lesson the learner should be able to: answer oral and written questions on topic covered	group discussion writing reporting	Written questions	Text books Past papers
8		REVISION (Making work easier)		By the end of the lesson the learner should be able to: answer written questions on making work easier	groups discussion writing reporting	Written questions	Text books Past papers
9		REVISION (Energy)		By the end of the lesson the learner should be able to: perform different activities to demonstrate energy transformation	naming materials performing experiments observations recording	Real materials brought to class	Text books Science kit
10		REVISION (Environment)		By the end of the lesson the learner should be able to: questions on topic environment	group discussion writing reporting	Written questions	Text books Past papers
11	END TERM TWO EXAMS

Published in Class 8 Schemes of Work Term 2 2023

Tagged under

Tuesday, 15 November 2022 09:04

Grade 6 KLB Visionary Home Science - Grade 6 Schemes of Work Term 1 2023

GRADE 6 KLB VISIONARY HOME SCIENCE
SCHEME OF WORK TERM 1 2023

SCHOOL	GRADE	LEARNING AREA	TERM	YEAR
	GRADE 6	HOME SCIENCE	1	2023

Week	Lesson	*Strand* */Theme*	Sub-strand	Specific-Learning outcomes	Key Inquiry Question(S)	Learning/ Teaching Experience	Learning Resources	Assessment Methods	Reflection
1	1	*Healthy living*	Meaning of adolescents	By the end of the sub-strand, the learner should be able to: Define adolescents Explain at what age does adolescents begin and end Watch a video clip of adolescents interacting with their family members Appreciate the changes that kids under go when they get to adolescent age.	Who is an adolescent?	In pairs, learners are guided to identify adolescents in the environment.	Digital resources Charts Realia Play items Computing devices *KLB Visionary Home Science Learner’s Book Grade 6 pg. 1-2*	Oral questions Oral Report Observation
	2			By the end of the sub-strand, the learner should be able to: Identify changes that take place during adolescence Represent changes that occur in boys and girls during adolescence in a table Appreciate the role of nature to own self and bodies.	What changes to adolescents?	Learners are guided to identify changes that occur to adolescents at this stage.	Digital resources Charts Realia Play items Computing devices *KLB Visionary Home Science Learner’s Book Grade 6 pg. 2-4*	Oral questions Oral Report Observation
	3		Good grooming	By the end of the sub-strand, the learner should be able to: Define grooming Identify some of the daily routine grooming practices for an adolescent Discuss importance of grooming for an adolescent Appreciate practicing good grooming for healthy habit	What are some of the grooming routines you do on a daily basis?	In groups, learners are guided to identify some of the routine grooming practices In groups, learners are guided to demonstrate how perform good grooming	Digital resources Charts Realia Play items Computing devices *KLB Visionary Home Science Learner’s Book Grade 6 pg. 4-5*	Oral questions Oral Report Observation
2	1		Healthy eating habits for adolescents	By the end of the sub-strand, the learner should be able to: Discuss importance of adopting a healthy eating habit for adolescents Portion a healthy diet for an adolescent Appreciate healthy eating habit	What is a balanced diet?	In pairs, learners are guided to discuss importance of healthy eating In groups, learners are guided to prepare a balanced diet meal	Digital resources Charts Realia Play items Computing devices *KLB Visionary Home Science Learner’s Book Grade 6 pg. 5-7*	Oral questions Oral Report Observation
	2		Daily physical exercise as a healthy habit	By the end of the sub-strand, the learner should be able to: Identify physical exercise that are suitable for adolescents . Discuss importance of physical exercise to our bodies Perform simple exercises Have fun exercising as a healthy habit.	What is physical exercise?	Learners are guided to identify different games played in his/her locality In groups, learners are guided to role play a game of his/her choosing.	Digital resources Charts Realia Play items Computing devices *KLB Visionary Home Science Learner’s Book Grade 6 pg. 7-8*	Oral questions Oral Report Observation
	3		Safety in the environment	By the end of the sub-strand, the learner should be able to: Identify dangers that might happen to adolescents in the environment Discuss precautions that can be taken to avoid the dangers Educate peers on dangers that adolescents face in the locality Practice safety precautions to avoid danger.	What are some of the safety measures in the environment?	In groups, learners are guided to dangers that might happen to adolescents in the environment In groups, learners are guided to demonstrate how Practice safety precautions to avoid danger.	Digital resources Charts Realia Play items Computing devices *KLB Visionary Home Science Learner’s Book Grade 6 pg. 8-10*	Oral questions Oral Report Observation
3	1		Accessories and cosmetics	By the end of the sub-strand, the learner should be able to: Define accessory and cosmetic Name some common accessories used by adolescents Draw and color accessories Have fun accessorizing own self	What is an accessory?	In pairs, learners are guided to define cosmetics In groups, learners are guided to use accessories correctly	Digital resources Charts Realia Play items Computing devices *KLB Visionary Home Science Learner’s Book Grade 6 pg. 11-12*	Oral questions Oral Report Observation
	2		Misuse of accessories by adolescents	By the end of the sub-strand, the learner should be able to: Discuss ways in which adolescents misuse accessories Watch video showing proper ways of using accessories Appreciate proper accessorizing of accessories	Why is it important to accessorize correctly?	Learners are guided to identify ways in which accessories can be misused In groups, learners are guided to properly accessorize themselves	Digital resources Charts Realia Play items Computing devices *KLB Visionary Home Science Learner’s Book Grade 6 pg. 13-14*	Oral questions Oral Report Observation
	3		Misuse and dangers of cosmetics	By the end of the sub-strand, the learner should be able to: Identify factors to consider when using cosmetics discuss ways in which adolescents can misuse cosmetics create a photo album of decently dressed ,accessorized and properly used cosmetics. appreciate decent dressing for adolescents	How should one use cosmetics?	In groups, learners are guided to identify factors to consider when using cosmetics In groups, learners are guided to demonstrate how to properly use cosmetics	Digital resources Charts Realia Play items Computing devices *KLB Visionary Home Science Learner’s Book Grade 6 pg. 14-15*	Oral questions Oral Report Observation
4	1		Non -communicable diseases and disorders	By the end of the sub-strand, the learner should be able to: Explain the meaning of non-communicable disease and disorder Identify non-communicable diseases and disorders Use the internet to get information about non-communicable diseases Share experience on non-communicable diseases and disorders	What are non-communicable diseases/disorder?	In pairs, learners are guided Identify non-communicable diseases and disorders In groups, learners are guided to Share experience on non-communicable diseases and disorders	KLB Visionary Home Science Learner’s Book Grade 6 pg. 16-17 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
	2		Causes, prevention and management of common non-communicable diseases-diabetes, obesity and hypertension	By the end of the sub-strand, the learner should be able to: Identify causes of diabetes, obesity and hypertension Share stories on diabetic patients if they have interacted with Discuss how diabetes , obesity and hypertension can be prevented and managed Appreciate prevention of obesity, diabetes and hypertension	How can we prevent getting obese?	Learners are guided to identify causes of diabetes, obesity and hypertension In groups, learners are guided to Discuss how diabetes , obesity and hypertension can be prevented and managed	KLB Visionary Home Science Learner’s Book Grade 6 pg. 17-20 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
	3		Epilepsy and asthma	By the end of the sub-strand, the learner should be able to: Identify causes, signs and symptoms of epilepsy and asthma Discuss first aid procedure of epileptic and asthmatic patient Role play performing first aid for epileptic and asthmatic patient Appreciate prevention and management of epilepsy and asthma	What is epilepsy	In groups, learners are guided to identify causes, signs and symptoms of epilepsy In groups, learners are guided to Role play performing first aid for an epileptic patient	KLB Visionary Home Science Learner’s Book Grade 6 pg. 20-23 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
5	1		Heart diseases	By the end of the sub-strand, the learner should be able to: Name heart diseases Discuss causes, signs and symptoms of heart diseases Watch a video of patients with heart diseases Appreciate proper management and prevention of heart diseases	How do we prevent heart diseases?	In pairs, learners are guided to Discuss causes, signs and symptoms of heart diseases In groups, learners are guided to Watch a video of patients with heart diseases	KLB Visionary Home Science Learner’s Book Grade 6 pg. 24 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
	2		Cancer	By the end of the sub-strand, the learner should be able to: Explain the meaning of cancer Watch a video showing care of cancer patients Create awareness of common preventable cancer Discuss causes and prevention of cancer Appreciate healthy living as a daily habit	What is cancer?	Learners are guided to Discuss causes and prevention of cancer In groups, learners are guided to Create awareness of common preventable cancer	KLB Visionary Home Science Learner’s Book Grade 6 pg. 25-27 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
	3	*Consumer education*	Budgeting	By the end of the sub-strand, the learner should be able to: Define budget Prepare a shopping list Discuss importance of preparing a budget Appreciate proper panning to avoid running out of funds	What is budget?	In groups, learners are guided to Prepare a shopping list	KLB Visionary Home Science Learner’s Book Grade 6 pg. 28-30 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
6	1		Importance of budgeting	By the end of the sub-strand, the learner should be able to: List factors to consider when making a budget Make a simple budget for personal effects Appreciate the need for budgeting	Why do we prepare a budget?	In pairs, learners are guided to List factors to consider when making a budget In groups, learners are guided to Make a simple budget for personal effects	KLB Visionary Home Science Learner’s Book Grade 6 pg. 30-32 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
	2		Revision	By the end of the sub-strand, the learner should be able to: Answer topical questions correctly		Learners are guided to Answer topical questions correctly	KLB Visionary Home Science Learner’s Book Grade 6 pg. 32 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
	3	*Food and nutrition*	Food nutrients-minerals (iodine and iron)	By the end of the sub-strand, the learner should be able to: Define nutrients Identify nutrients found in different food groups Identify foods rich in iodine and iron Discuss importance of iron and iodine in our bodies Appreciate importance of iron and iodine in our bodies	What is a mineral?	In groups, learners are guided to Identify foods rich in iodine and iron In groups, learners are guided to Discuss importance of iron and iodine in our bodies	KLB Visionary Home Science Learner’s Book Grade 6 pg. 33-34 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
7	1		Importance of different minerals in the body	By the end of the sub-strand, the learner should be able to: Explain importance of different minerals in our bodies Prepare foods rich in iron Have fun classifying food according to their mineral content Prepare a meal plan contain foods with different minerals	What mineral can one get from meat?	In pairs, learners are guided to explain importance of different minerals in our bodies In groups, learners are guided to Prepare foods rich in iron	KLB Visionary Home Science Learner’s Book Grade 6 pg. 34-35 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
	2		Keeping a daily log of foods rich in minerals	By the end of the sub-strand, the learner should be able to: Discuss importance eating foods rich in essential minerals Prepare a daily log of foods rich in minerals Appreciate eating foods rich in essential minerals Answer question on the sub topic	What are the essential minerals required by our bodies?	Learners are guided to Discuss importance eating foods rich in essential minerals In groups, learners are guided to Prepare a daily log of foods rich in minerals	KLB Visionary Home Science Learner’s Book Grade 6 pg. 36-37 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
	3		Preservation and storage of meat	By the end of the sub-strand, the learner should be able to: identify sources of meat that we eat. Search in the internet to find different sources of meat Draw simple sources of meat Appreciate sources of meat by taking care of these animals to ensure safe meat and health of the animals	Where do we get meat from?	In groups, learners are guided to identify sources of meat that we eat. In groups, learners are guided to demonstrate how to take care of common sources of meat at home	KLB Visionary Home Science Learner’s Book Grade 6 pg. 38-39 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
8	1		Importance of preserving and storing meat	By the end of the sub-strand, the learner should be able to: Explain reasons for preserving meat List reasons for preserving meat Name facilities used to preserve and store meat Demonstrate how to preserve meat by smoking	How do you preserve meat at home?	In pairs, learners are guided to Explain reasons for preserving meat In groups, learners are guided to Demonstrate how to preserve meat by smoking	KLB Visionary Home Science Learner’s Book Grade 6 pg. 39-41 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
	2		Safety storage of meat	By the end of the sub-strand, the learner should be able to: Discuss safety measures to observe when storing meat List factors to consider when choosing a method of preserving meat Appreciate proper preservation of meat Watch a video showing different ways of preserving meat	What factors do you consider when choosing a method of preserving meat?	Learners are guided to list factors to consider when choosing a method of preserving meat In groups, learners are guided to watch a video showing different ways of preserving meat.	KLB Visionary Home Science Learner’s Book Grade 6 pg. 41 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
	3		Ways of preserving meat at home-sun drying	By the end of the sub-strand, the learner should be able to: Demonstrate how to preserve meat at home by drying Discus advantages and disadvantages of preserving meat by sun drying Appreciate preserving meat by sun drying	What are disadvantages of preserving meat by sun drying?	In groups, learners are guided to Discus advantages and disadvantages of preserving meat by sun drying In groups, learners are guided to Demonstrate how to preserve meat at home by drying	KLB Visionary Home Science Learner’s Book Grade 6 pg. 42 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
9	1		Ways of preserving meat at home-refrigeration	By the end of the sub-strand, the learner should be able to: Demonstrate how to preserve meat at home by refrigeration Discus advantages and disadvantages of preserving and storing meat by refrigeration Appreciate preserving meat by refrigeration	What are advantages of preserving meat by refrigeration?	In pairs, learners are guided to Discus advantages and disadvantages of preserving and storing meat by refrigeration In groups, learners are guided to Demonstrate how to preserve meat at home by refrigeration	KLB Visionary Home Science Learner’s Book Grade 6 pg. 43 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
	2		Ways of preserving meat at home-smoking	By the end of the sub-strand, the learner should be able to: Demonstrate how to preserve meat at home by smoking Discus advantages and disadvantages of preserving meat by smoking Have fun by preserving meat by smoking	What are advantages of preserving meat by smoking?	Learners are guided to Discus advantages and disadvantages of preserving meat by smoking In groups, learners are guided to Demonstrate how to preserve meat at home by smoking	KLB Visionary Home Science Learner’s Book Grade 6 pg. 44 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
	3		Ways of preserving meat at home-salting	By the end of the sub-strand, the learner should be able to: Demonstrate how to preserve meat at home by salting Discus advantages and disadvantages of preserving meat by salting Appreciate preserving meat by salting	Have you ever preserved meat by salting?	In groups, learners are guided to Discus advantages and disadvantages of preserving meat by salting In groups, learners are guided to Demonstrate how to preserve meat at home by salting	KLB Visionary Home Science Learner’s Book Grade 6 pg.44-45 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
10	1		Hygiene measure while preserving meat	By the end of the sub-strand, the learner should be able to: Identify hygiene measures to observe when storing meat Demonstrate/Showcase safety hygiene measures when storing meat Appreciate safety measures when storing meat	What are the safety measure to consider when storing meat?	In pairs, learners are guided to Identify hygiene measures to observe when storing meat In groups, learners are guided to Showcase safety hygiene measures when storing meat	KLB Visionary Home Science Learner’s Book Grade 6 pg. 45-46 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
	2		How to store preserved meat at home	By the end of the sub-strand, the learner should be able to: Name storage equipment’s used to store food at home Watch a video showing how to store food Demonstrate how to store food in a freezer Have fun storing preserved meat Discuss importance of preserving meat	What is the use of a freezer?	Learners are guided to Name storage equipment’s used to store food at home In groups, learners are guided to Demonstrate how to store food in a freezer	KLB Visionary Home Science Learner’s Book Grade 6 pg. 46-47 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
	3		Revision	By the end of the sub-strand, the learner should be able to: Answer questions at the end of the sub-strand		In groups, learners are guided to answer all questions correctly	KLB Visionary Home Science Learner’s Book Grade 6 pg.48 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation

Published in Grade 6 Schemes of Work Term 1 2023

Tagged under

Tuesday, 15 November 2022 08:48

Grade 6 KLB Visionary Art and Craft - Grade 6 Schemes of Work Term 1 2023

GRADE 6 KLB VISIONARY ART AND CRAFT
SCHEME OF WORK TERM 1 2023

SCHOOL	GRADE	LEARNING AREA	TERM	YEAR
	GRADE 6	ART AND CRAFT	1	2023

*Week*	*Lesson*	*Strand* */Theme*	*Sub-strand*	*Specific-Learning outcomes*	*Key Inquiry* *Question(S)*	*Learning/ Teaching Experience*	*Learning* *Resources*	*Assessment* *Methods*	*Reflection*
1	1	*Picture Making*	Drawing; Stippling Technique	By the end of the sub-strand, the learner should be able to: Explain the meaning of stippling technique. Watch a video on how to shade using stippling technique. Appreciate stippling technique in drawing.	What pictures have you identified from the digital device? How is shading achieved in the pictures?	Learners are guided to define the meaning of stippling technique. In groups, learners are guided to watch a video on how to shade using stippling technique.	Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 1-2*	Oral questions Oral Report Observation
	2	*Picture Making*	Creating dark and light effect using stippling technique	By the end of the sub-strand, the learner should be able to: Outline the steps to follow when creating dark and light effect using stippling technique. Practice creating dark and light effects in drawings using stippling technique. Have fun and enjoy creating dark and light effects in drawing using stippling technique.	Why do some parts in the drawing appear light and others dark? How are the dark and light parts created in the picture?	Learners are guided to list the materials and tools needed to create dark and light effect using stippling technique. Learners are guided to outline the steps to follow when creating dark and light effect using stippling technique. Learners are guided to practice gradual change from dark to light using stippling technique.	Papers Pencils Sharpeners Erasers Ruler Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 3-4*	Oral questions Oral Report Observation
	3	*Picture Making*	Drawing an imaginative composition; Balance forms Proportion of forms	By the end of the sub-strand, the learner should be able to: Define the meaning of balance of forms and proportion of forms. Drawing a calabash and a guard, ensuring correct balance forms and proportion of the forms. Appreciate the importance of balance of forms and proportion of forms in drawing.	How has balance of forms been achieved in the composition? Why is proportion of forms important when drawing a composition?	Learners are guided to define the meaning of balance of forms and proportion of forms. Learners are guided to drawing a calabash and a guard, ensuring correct balance forms and proportion of the forms.	Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 4-6*	Oral questions Oral Report Observation
2	1	*Picture Making*	Textural effects	By the end of the sub-strand, the learner should be able to: Define the meaning of textural effect. Practice creating varying textural effects on the drawings using stippling technique. Appreciate the importance of textural effect in drawing.	What type of texture can you identify in the composition? How were the textural effects created?	Learners are guided to define the meaning of textural effect. Learners are guided to practice creating varying textural effects on the drawings using stippling technique.	Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 6-7*	Oral questions Oral Report Observation
	2	*Picture Making*	How to draw overlapped forms and shade using stippling technique.	By the end of the sub-strand, the learner should be able to: Outline the steps to follow when drawing overlapped forms and shade using stippling technique. Draw overlapped forms and shade using stippling technique. Have fun and enjoy drawing overlapped forms and shading using stippling technique.	What is the meaning of overlapping of forms?	Learners are guided to outline the steps to follow when drawing overlapped forms and shade using stippling technique. Learners are guided to draw overlapped forms and shade using stippling technique.	Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 7-10*	Oral questions Oral Report Observation
	3	*Picture Making*	Imaginative Composition	By the end of the sub-strand, the learner should be able to: Explain the meaning of imaginative composition. Observe virtual samples of imaginative composition of fruits. Appreciate imaginative composition drawing.	How is shading achieved in the drawing?	Learners are guided to define the meaning of imaginative composition. In groups, learners are guided to observe virtual samples of imaginative composition of fruits.	Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 11*	Oral questions Oral Report Observation
3	1	*Picture Making*	Drawing an imaginative composition; Textural effect	By the end of the sub-strand, the learner should be able to: Identify textural composition in a drawing composition. Create textural effects and achieve balance of forms on a drawing of a twig, leaves and fruits using stippling technique. Appreciate the importance of textural effects on a drawing.	How to achieve balance of forms in an imaginative composition?	Learners are guided to identify textural composition in a drawing composition. Learners are guided to create textural effects and achieve balance of forms on a drawing of a twig, leaves and fruits using stippling technique,	Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 12-13*	Oral questions Oral Report Observation
	2	*Picture Making*	Proportion of forms	By the end of the sub-strand, the learner should be able to: Identify proportion of forms in a drawing composition. Draw a composition of a twig with two leaves and a fruit from imagination and shade the composition using the stippling technique. Appreciate the importance of proportion of forms in a drawing composition.	How is the proportion of forms been achieved in the composition?	Learners are guided to identify proportion of forms in a drawing composition. Learners are guided to draw a composition of a twig with two leaves and a fruit from imagination and shade the composition using the stippling technique.	Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 13-15*	Oral questions Oral Report Observation
	3	*Picture Making*	Painting; Imaginative Composition	By the end of the sub-strand, the learner should be able to: Define the meaning of painting. Analyse examples of imaginative composition paintings from a digital device. Appreciate imaginative composition painting.	What is the story in the painting? What do you think the artist who painted the composition wanted to express?	Learners are guided to define the meaning of painting. In pairs, learners are guided to analyse examples of imaginative composition paintings from a digital device.	Painting materials Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 16-18*	Oral questions Oral Report Observation
4	1	*Picture Making*	Materials and tools used in painting	By the end of the sub-strand, the learner should be able to: Identify the materials and tools used in paintings. Use locally available materials to make his/her own painting brushes. Appreciate the materials and tools used in paintings.	How do you make painting brushes?	Learners are guided to identify the materials and tools used in paintings. Learners are guided to use locally available materials to make his/her own painting brushes. Learners are guided to outline the process to make an improvised painting brush.	Painting materials Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 18-19*	Oral questions Oral Report Observation
	2	*Picture Making*	Palettes for mixing paint	By the end of the sub-strand, the learner should be able to: Identify palettes for mixing paint. Prepare the materials by trimming, shaping, cutting or applying white paint in readiness for painting. Appreciate the materials used for making palettes.	How do you make palettes for mixing paints?	Learners are guided to identify palettes for mixing paint. Learners are guided to prepare the materials by trimming, shaping, cutting or applying white paint in readiness for painting.	Painting materials Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 19-20*	Oral questions Oral Report Observation
	3	*Picture Making*	Painting on imaginative composition; Centre of interest in a painting	By the end of the sub-strand, the learner should be able to: Explain the meaning of centre of interest in a painting. Create a centre of interest in a painting using various methods. Appreciate the importance of centre of interest in paintings.	What is the meaning of centre of interest in a painting?	Learners are guided to define the meaning of centre of interest in a painting. In groups or in pairs, learners are guided to observe actual or virtual samples of paintings that have centre of interest. Learners are guided to create a centre of interest in a painting using various methods.	Painting materials Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 20*	Oral questions Oral Report Observation
5	1	*Picture Making*	How to create Tonal Value in Painting	By the end of the sub-strand, the learner should be able to: Identify the areas with light and dark tone in the composition. Create tonal value on forms in a painting. Appreciate the importance of tonal value in paintings.	Why are some parts of the forms dark and others light? How can you create tonal value on forms in a painting?	Learners are guided to identify the areas with light and dark tone in the composition. Learners are guided to create tonal value on forms in a painting.	Painting materials Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 21*	Oral questions Oral Report Observation
	2	*Picture Making*	Proportion in Painting	By the end of the sub-strand, the learner should be able to: Explain the meaning of proportion in painting. Paint an imaginative composition based on a sports activity. Have fun and enjoy painting an imaginative composition.	How can you ensure proportionality of forms when painting a composition?	Learners are guided to define the meaning of proportion in painting. Learners are guided to paint an imaginative composition based on a sports activity.	Painting materials Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 21-24*	Oral questions Oral Report Observation
	3	*Picture Making*	Montage; Pictorial composition	By the end of the sub-strand, the learner should be able to: Explain the meaning of montage. Discuss the characteristics of montage composition. Appreciate the importance of montage composition.	What is the meaning of montage composition? What are the characteristics of montage composition?	Learners are guided to define the meaning of montage. In groups, learners are guided to discuss the characteristics of montage composition.	Painting materials Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 25-26*	Oral questions Oral Report Observation
6	1	*Picture Making*	Interpretation of subject matter	By the end of the sub-strand, the learner should be able to: Identify the materials used to make montage composition. Interpret subject matter of montage composition. Appreciate interpretation of subject matter in montage composition.	How to interpret subject matter of a montage composition?	Learners are guided to identify the materials used to make montage composition. In groups, learners are guided to interpret subject matter of montage composition. In groups, learners are guided to use digital devices to visit a number of websites showing montage pictures and learn more about this technique of picture making.	Painting materials Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 26-27*	Oral questions Oral Report Observation
	2	*Picture Making*	Mounting surfaces	By the end of the sub-strand, the learner should be able to: Identify mounting surfaces. Collet and prepare mounting surfaces for making montage compositions. Appreciate the use of mounting surfaces.	What are mounting surfaces? How to prepare mounting surfaces for making montage compositions?	Learners are guided to identify mounting surfaces. In groups, learners are guided to collect and prepare mounting surfaces for making montage compositions.	Painting materials Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 27-29*	Oral questions Oral Report Observation
	3	*Picture Making*	How to create a montage pictorial composition on wild animals	By the end of the sub-strand, the learner should be able to: Outline the procedure to follow when creating a montage composition based on wild animals. Create a montage composition based on wild animals. Have fun and enjoy making an interesting and appealing montage composition.	How do you create a montage pictorial composition on wild animals?	Learners are guided to outline the procedure to follow when creating a montage composition based on wild animals. Learners are guided to create a montage composition based on wild animals.	Painting materials Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 29-33*	Oral questions Oral Report Observation
7	1	*Indigenous Kenyan Crafts*	Basketry; Coil and stitch technique	By the end of the sub-strand, the learner should be able to: Identify coil and stitch technique. Classify the materials used in coil and stitch technique into natural and man-made. Appreciate coil and stitch technique used in basketry.	What other man-made and natural materials can be used in basketry? What man-made and natural materials in your locality can be used for coil and stitch technique?	Learners are guided to identify coil and stitch technique. Learners are guided to classify the materials used in coil and stitch technique into natural and man-made. In groups, learners are guided to use digital devices to watch a video on samples of basketry items.	Baskets Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 34-36*	Oral questions Oral Report Observation
	2	*Indigenous Kenyan Crafts*	Types of coils	By the end of the sub-strand, the learner should be able to: Identify types of coil used in coil and stitch technique. Arrange the items collected in terms of uniformity of coils in a decreasing order. Appreciate the importance of maintaining the uniformity of coils.	What types of coils are used in coil and stitch technique? How to maintain uniformity of coils?	Learners are guided to identify types of coil used in coil and stitch technique. Learners are guided to state the importance of maintaining uniformity of coils. In pairs, learners are guided to arrange the items collected in terms of uniformity of coils in a decreasing order.	Baskets Plaited coils Rolled coils Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 36-38*	Oral questions Oral Report Observation
	3	*Indigenous Kenyan Crafts*	Selecting and collecting materials for coil and stitch technique	By the end of the sub-strand, the learner should be able to: Explain the meaning of good craftsmanship. Select and collect materials for coil and stitch technique. Appreciate the importance of selecting materials that have characteristics that suit its purpose.	What do you consider when selecting materials for coil and stitch technique?	Learners are guided to define the meaning of good craftsmanship. Learners are guided to identify the characteristics for selecting materials for making a floor mat. In groups, learners are guided to select and collect materials for coil and stitch technique.	Baskets Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 38-39*	Oral questions Oral Report Observation
8	1	*Indigenous Kenyan Crafts*	Preparation of materials used in coil and stitch technique basketry; Natural materials	By the end of the sub-strand, the learner should be able to: Identify natural materials used in coil and stitch technique. Prepare natural materials used in coil and stitch technique. Appreciate the method of preparing natural materials used in coil and stitch technique.	How to prepare natural materials used in coil and stitch technique?	Learners are guided to identify natural materials used in coil and stitch technique. Learners are guided to identify the method of preparation of natural materials used in coil and stitch technique. In groups, learners are guided to prepare natural materials used in coil and stitch technique.	Baskets Natural materials Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 39-40*	Oral questions Oral Report Observation
	2	*Indigenous Kenyan Crafts*	Preparation of materials used in coil and stitch technique basketry; Man-made materials	By the end of the sub-strand, the learner should be able to: Identify man-made materials used in coil and stitch technique. Prepare man-made materials used in coil and stitch technique. Appreciate the method of preparing man-made materials used in coil and stitch technique.	How to prepare man-made materials used in coil and stitch technique?	Learners are guided to identify man-made materials used in coil and stitch technique. Learners are guided to identify the method of preparation of man-made materials used in coil and stitch technique. In groups, learners are guided to prepare the materials selected depending on their type and the design of the floor may he/she is making by dyeing, tearing then plating or rolling.	Baskets Man-made materials Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 40-44*	Oral questions Oral Report Observation
	3	*Indigenous Kenyan Crafts*	Leatherwork; Beaded leather wristband	By the end of the sub-strand, the learner should be able to: Differentiate between modern and traditional beaded items. Observe actual or virtual samples of beaded leather wristbands. Appreciate beaded leather wristband.	What is the difference between modern and traditional beaded leather wrist band? What are the materials and tools used in creating wristbands?	Learners are guided to define a wristband. In pairs, learners are guided to differentiate between modern and traditional beaded items. In pairs, learners are guided to observe actual or virtual samples of beaded leather wristbands.	Beaded wristbands Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 45-47*	Oral questions Oral Report Observation
9	1	*Indigenous Kenyan Crafts*	Sourcing of leather; Preparing leather for use in making a wristband; Making a beaded leather wristband	By the end of the sub-strand, the learner should be able to: Outline the steps to follow when preparing leather for use in making a wristband. Make a beaded leather wristband. Have fun and enjoy making a beaded leather wristband.	How do you prepare leather for use in making a wristband? How to make a beaded leather wristband?	Learners are guided to outline the steps to follow when preparing leather for use in making a wristband. Learners are guided to list the materials and tools used to make a beaded leather wristband. Learners are guided to outline the procedure to follow when making a leather wristband. In groups, learners are guided to make a beaded leather wristband.	Leather Beaded wristbands Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 47-50*	Oral questions Oral Report Observation
	2	*Indigenous Kenyan Crafts*	Creating the patterns on a wristband	By the end of the sub-strand, the learner should be able to: Identify different patterns on wristbands. Create the patterns on wristbands. Have fun and enjoy creating patterns on leather wristbands	How do you design patterns on a wristband?	Learners are guided to identify different patterns on wristbands. In groups, learners are guided to observe actual or virtual samples of different patterns on wristbands. In groups, learners are guided to create the patterns on wristbands.	Leather Beaded wristbands Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 50-53*	Oral questions Oral Report Observation
	3	*Indigenous Kenyan Crafts*	Procedure of using lazy stitched strung beads to decorate a wristband	By the end of the sub-strand, the learner should be able to: Outline the procedure of using lazy stitched strung beads to decorate a wristband. Decorate leather wristbands using lazy stitched strung beads. Have fun and enjoy decorating leather wristbands.	How do you decorate a leather wristband?	Learners are guided to outline the procedure of using lazy stitched strung beads to decorate a wristband. In groups, learners are guided to decorate leather wristbands using lazy stitched strung beads.	Leather Beaded wristbands Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 53-55*	Oral questions Oral Report Observation
10	ASSESSEMENT

Published in Grade 6 Schemes of Work Term 1 2023

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Tuesday, 25 May 2021 11:02

KLB Primary Science Pupil's Book for Standard 5 Schemes of Work Term 3 2020/2021

WEEK	LESSON	TOPIC	SUB-TOPIC	LESSON OBJECTIVES	TEACHING ACTIVITIES	TEACHING RESOURCES	REFERENCES	REMARKS
1	OPENING AND REVISIONS
2	1	MAKING WORK EASIER	Balancing on a seesaw	By the end of this topic, The learner should be able to: Balance another pupil at different points on a seesaw	Make a see-saw and balance	Pupils Book 5, Charts and diagrams Source of heat and solid, liquid, gas, Audio, visual resources	Primary Science Pupil's Book for Standard 5
	2		Making and using a simple beam balance	By the end of this topic, The learner should be able to: Make and use a simple beam balance	Make a see-saw and balance	Pupils Book 5, Charts and diagrams Source of heat and solid, liquid, gas, Audio, visual resources	Primary Science Pupil's Book for Standard 5
	3		Compare mass of different materials	By the end of this topic, The learner should be able to: Make and use a simple beam balance	Make a see-saw and balance	Pupils Book 5, Charts and diagrams Source of heat and solid, liquid, gas, Audio, visual resources	Primary Science Pupil's Book for Standard 5
	4-5		Exercise	By the end of this topic, The learner should be able to: Complete the Exercise and class work	Doing exercises		Primary Science Pupil's Book for Standard 5
3-7		Classwork in door and out door	Classwork in door and out door	By the end of this topic, The learner should be able to: Complete the Exercise and class work	Class work Revisions	Primary Science Pupil's textbook	Primary Science Pupil's Book for Standard 5
8	PREPARATION FOR END TERM EXAMS
9	END TERM EXAMS AND CLOSING

Published in Form 3 Term 3 Schemes of Work 2020/2021

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Tuesday, 25 May 2021 09:31

Inventor KLB Business Studies Schemes of Work Book 3 Term 3 2020/2021

WEEK	LESSON	TOPIC	SUB-TOPIC	LESSON OBJECTIVES	LEARNING/ TEACHING ACTIVITIES	TEACHING RESOURCES	REFERENCES	REMARKS
1	1-2	THE CASHBOOK	Introduction Types of cash book Single column cash book Purpose of cash book	By the end of the lesson, the learner should be able to; Explain the meaning and purpose of a cash-book Record transaction in single-column cash-book	Asking and answering questions Taking notes Observing sample of cash book	Text book Cash book	Longman Explore Business studies students book 3copy Page 138-139 KLB inventor secondary business studies students book Form3 150-152
	3-4	THE CASHBOOK	The two-column cash-book	By the end of the lesson, the learner should be able to: Record transactions in the two column cash-book	Asking and answering questions Taking notes Observing sample of cash book	Text book Cash book	Longman Explore Business studies students book 3copy Page 139-140 KLB inventor secondary business studies students book Form3 153-154
2	1-2	THE CASHBOOK	Three-column cash book	By the end of the lesson, the learner should be able to: Record transactions in the three column cash-book Explain the purpose of three column cash book	Asking and answering questions Taking notes Observing sample of cash book	Text book Cash book	Longman Explore Business studies students book 3copy Page 140 KLB inventor secondary business studies students book Form3 161
	3-4	THE CASHBOOK	Central entry Emerging issues	By the end of the lesson, the learner should be able to: Explain the term contra-entry Explain the emerging issues	Asking and answering questions Taking notes Observing sample of cash book	Text book Cash book	Longman Explore Business studies students book 3copy Page 141-145
END OF SYLLABUS REVISION AND EXAMS

Published in Form 3 Term 3 Schemes of Work 2020/2021

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Tuesday, 25 May 2021 08:07

KLB Chemistry Schemes of Work Book 3 Term 3 2020/2021

WEEK	LESSON	TOPIC/ SUB TOPIC	LEARNING OBJECTIVES	TEACHING ACTIVITIES	MATERIALS	REFERENCES	REMARKS
1	1	SULPHUR AND ITS COMPOUNDS Extraction of sulphur.	By the end of the lesson, the learner should be able to: To describe extraction of sulphur by Frasch process	Illustrate and discuss extraction of sulphur.	Chart-the Frasch process.	KLB BOOK 3 page 180-181 Longhorn Book 3 page 126-129
	2	Allotropes of sulphur.	By the end of the lesson, the learner should be able to: To identify allotropes of sulphur. To describe preparation of allotropes of sulphur.	Discussion and exposition of new concepts.		KLB BOOK 3 page 182-183 Longhorn Book 3 page 126-129
	3	Physical properties of sulphur. Heating of sulphur.	By the end of the lesson, the learner should be able to: To list physical properties of sulphur. To describe effects of heat on sulphur.	Class experiment: Solubility of sulphur in water, benzene, e.t.c. Class experiments: Heating sulphur gently then strongly. Discuss the observations.		KLB BOOK 3 page 184 Longhorn Book 3 page 253-255
	4-5	Chemical properties of sulphur.	By the end of the lesson, the learner should be able to: To investigate and describe chemical properties of sulphur.	Group experiments. Discuss observations. Write corresponding equations.		KLB BOOK 3page 188-190 Longhorn Book 3 page 256-258
2	1	Uses of sulphur. Sulphur dioxide.	By the end of the lesson, the learner should be able to: Describe lab. preparation of sulphur dioxide.	Teacher elucidates uses of sulphur. Teacher demonstration:-Preparation of sulphur dioxide in a fume chamber/in the open. Carrying out tests on the gas.		KLB BOOK 3 page 191-192 Longhorn Book 3 page 258
	2	Physical properties of sulphur dioxide.	By the end of the lesson, the learner should be able to: To list down physical properties of sulphur dioxide.	Discuss the above tests.		KLB BOOK 3 page 193 Longhorn Book 3 page 262-263
	3	Acidic properties of SO₂	By the end of the lesson, the learner should be able to: To carry out experiments to determine bleaching properties of SO₂.	Teacher demonstration to verify acidic properties of sulphur dioxide. Write equations.		KLB BOOK 3 page 193 Longhorn Book 3 page 262-263
	4-5	Reducing action of SO_2.	By the end of the lesson, the learner should be able to: To verify reducing action of SO₂	Class experiments: make observations and draw conclusions. Write balanced corresponding equations.	Experimental worksheets.	KLB BOOK 3 page 195
3	1	Bleaching properties of SO₂.	By the end of the lesson, the learner should be able to: To carry out experiments to determine bleaching properties of SO₂.	Discuss the observations made above. Write corresponding equations.		KLB BOOK 3 page 194 Longhorn Book 3 page 263-264
	2	Oxidizing action of SO₂.	By the end of the lesson, the learner should be able to: To explain Oxidizing action of SO₂.	Q/A: review redox reactions. Teacher demonstration: - Lowering magnesium into a jar of SO₂; effect of SO₂ on hydrogen sulphide. Discuss observations. Write equations for the reactions.	Burning magnesium. Hydrogen sulphide.	KLB BOOK 3 page 198-199 Longhorn Book 3 page 266-267
	3	Sulphate and sulphite ions. Uses of SO₂.	By the end of the lesson, the learner should be able to: To carry out tests for Sulphate and sulphite ions. State uses of SO₂.	Class experiments. Make deductions from the observations made. Write (ionic) equations for the reactions. Teacher elucidates uses of SO₂.	Sodium sulphate Barium chloride Barium nitrate	KLB BOOK 3 page 200 Longhorn Book 3 page 268-269
	4-5	Sulphuric acid. Contact process of manufacture.	By the end of the lesson, the learner should be able to: To identify raw materials for manufacture of sulphuric acid. To describe the contact process.	Discussion using schematic Flow charts. Writing equations.	Chart-schematic Flow charts.	KLB BOOK 3 page 201-203 Longhorn Book 3 page 275-276
4	1	Properties of conc. H₂SO₄.	By the end of the lesson, the learner should be able to: Investigate properties of concentrated H₂SO₄.	Class / group experiments on worksheets. Enter results in a table.		KLB BOOK 3 page 203-204 Longhorn Book 3 page 274-275
	2	Properties of conc. H₂SO₄.	By the end of the lesson, the learner should be able to: Describe properties of conc. H₂SO₄.	Discuss above observations. Write relevant equations.		KLB BOOK 3 page 204
	3	Physical properties of sulphuric acid.	By the end of the lesson, the learner should be able to: To dilute concentrated sulphuric acid. State physical properties of sulphuric acid.	Teacher demonstration – diluting concentrated sulphuric acid. Discuss use of concentrated sulphuric acid as a drying and dehydrating agent.	Concentrated sulphuric acid.	KLB BOOK 3 page 205 Longhorn Book 3 page 274-275
	4-5	Chemical properties of Sulphuric acid.	By the end of the lesson, the learner should be able to: To write equations to show that concentrated sulphuric acid is a drying and dehydrating agent. To describe reactions of dilute H₂SO₄with metals.	Discussion and explanations. Group experiments – reaction of metals with dilute H₂SO₄, Make observations and relevant deductions; writing corresponding equations.	Magnesium zinc copper	KLB BOOK 3 page 206 Longhorn Book 3 page 276-278
5	1	Dilute H₂SO_4, carbonates and hydrogen carbonates.	By the end of the lesson, the learner should be able to: To investigate reaction of dilute H₂SO₄with carbonates and hydrogen carbonates.	Class experiments. Making tabulated observations.		KLB BOOK 3 page 208 Longhorn Book 3 page 279-280
	2	Dilute H₂SO_4, carbonates and hydrogen carbonates.	By the end of the lesson, the learner should be able to: To describe reaction of dilute H₂SO₄with carbonates and hydrogen carbonates.	Discussion, writing relevant equations.		KLB BOOK 3 page 208
	3	Dilute H₂SO_4,and metal oxides and hydroxides.	By the end of the lesson, the learner should be able to: To investigate reaction of dilute H₂SO₄with metal oxides and hydroxides.	Class experiments. Observing colour changes.	Oxides of magnesium, zinc, copper. NaOH Solution.	KLB BOOK 3 page 210 Longhorn Book 3 page 287-288
	4-5	Dilute H₂SO₄and metal oxides & hydroxides.	By the end of the lesson, the learner should be able to: To explain reactions of dilute H₂SO₄with metal oxides and hydroxides.	Discussion, writing relevant chemical equations.		KLB BOOK 3 page 211
6	1-2	Hydrogen sulphide. Preparation of the gas. Reaction of the gas with oxygen	By the end of the lesson, the learner should be able to: To describe preparation of hydrogen sulphide. To state properties of the gas.	Theoretical / descriptive approach. Writing corresponding equations. Discuss physical properties of the gas and reaction of the gas with oxygen.		KLB BOOK 3 page 210 Longhorn Book 3 page 289-290
	3-4	Reaction of the gas with water. Reducing properties of the gas.	By the end of the lesson, the learner should be able to: To write equations for reaction of the gas with water. To demonstrate reducing properties of the gas.	Writing chemical equations for the reactions.		KLB BOOK 3 page 212 Longhorn Book 3 page 291-292
	5	Sulphur and its effects on the environment.	By the end of the lesson, the learner should be able to: To explain environmental pollution caused by sulphur and its compounds.	Discussion and explanation.		KLB BOOK 3 page 214 Longhorn Book 3 page 293-295
7	1	TEST
	2	CHLORINE & ITS COMPOUNDS Lab preparation of chlorine gas.	By the end of the lesson, the learner should be able to: Describe laboratory preparation of chlorine gas.	Teacher demonstration – gas preparation tests on the gas.	Concentrated hydrochloric acid Manganese (IV) oxide.	KLB BOOK 3 page 219 Longhorn Book 3 page 298-299
	3	Physical properties of chlorine.	By the end of the lesson, the learner should be able to: State physical properties of chlorine.	Q/A: Relate the properties to the method of collection of the gas. Write equations for the reaction leading to formation of chlorine.		KLB BOOK 3 page 220 Longhorn Book 3 page 301
	4	Chemical properties of chlorine – reaction with water.	By the end of the lesson, the learner should be able to: To investigate and explain reaction of chlorine with water.	Teacher demonstration: Writing chemical equations.	Moist blue litmus papers.	KLB BOOK 3 page 222 Longhorn Book 3 page 301-302
	5	Chemical properties of chlorine Reaction with metals Reaction with non-metals.	By the end of the lesson, the learner should be able to: To investigate and explain reaction of chlorine with metals / non-metals.	Teacher demonstration: Discussion. Writing chemical equations.		KLB BOOK 3 page 224-225 Longhorn Book 3 page 303-305
8	1	Chemical properties of chlorine Reaction with metals Reaction with non-metals.	By the end of the lesson, the learner should be able to: To investigate and explain reaction of chlorine with metals / non-metals.	Teacher demonstration: Discussion. Writing chemical equations.		KLB BOOK 3 page 224-225 Longhorn Book 3 page 303-305
	2-3	Oxidizing properties of chlorine.	By the end of the lesson, the learner should be able to: To investigate and explain reaction of chlorine with reducing a gents.	Group experiments. Discuss and explain observations made. Write corresponding chemical equations.	Experiment Worksheets.	KLB BOOK 3 page 226-227 Longhorn Book 3 page 307-308
	4	Chlorine and alkalis.	By the end of the lesson, the learner should be able to: To investigate and explain reaction of chlorine with alkalis.	Teacher demonstration: Bubbling chlorine with dilute cold / hot NaOH solution. Make observations and account for them.	Cold and hot NaOH solutions.	KLB BOOK 3 page 228 Longhorn Book 3 page 313-314
	5	Test for chlorides.	By the end of the lesson, the learner should be able to: To carry out tests for chlorides.	Class experiments. Discuss observations, results. Write chemical equations for the reactions.	Experiment Worksheets. Zinc chloride, litmus paper, Concentrated Sulphuric acid.	KLB BOOK 3 page 230 Longhorn Book 3 page 318-319
9	1	Test for chlorides.	By the end of the lesson, the learner should be able to: To carry out tests for chlorides.	Class experiments. Discuss observations, results. Write chemical equations for the reactions.	Experiment Worksheets. Zinc chloride, litmus paper, concentrated Sulphuric acid.	KLB BOOK 3 page 230 Longhorn Book 3 page 318-319
	2	Uses of chlorine gas	By the end of the lesson, the learner should be able to: To state uses of chlorine.	Teacher elucidates uses of chlorine.		KLB BOOK 3 page 231 Longhorn Book 3 page 320
	3,4	Hydrogen chloride gas: Lab preparation and Physical properties.	By the end of the lesson, the learner should be able to: To describe Lab. prep of hydrogen chloride gas. To investigate and state physical properties of hydrogen chloride gas.	Teacher demonstration. Carry out tests on the gas and deduce the properties of the gas.	Sodium chloride crystals, Concentrated H₂SO₄	KLB BOOK 3 page 232 Longhorn Book 3 page 323-324
	5	Aqueous hydrogen chloride.	By the end of the lesson, the learner should be able to: To prepare aqueous hydrogen chloride.	Class experiment leading to deduction of chemical properties of hydrogen chloride gas.	Distilled water	KLB BOOK 3 page 234
10	1,2	Further chemical properties of hydrogen chloride gas.	By the end of the lesson, the learner should be able to: To determine chemical properties of hydrogen chloride gas. To carry out confirmatory test for hydrogen chloride gas	Class experiment leading to deduction of further chemical properties of hydrogen chloride gas / confirmatory test for hydrogen chloride gas.	Ammonia solution.	KLB BOOK 3 page 235 Longhorn Book 3 page 327-331
	3	Large-scale production of hydrochloric acid.	By the end of the lesson, the learner should be able to: Identify raw materials for manufacture of hydrochloric acid in large scale. Describe the manufacturing process.	Discussion giving relevant equations		KLB BOOK 3 page 237 Longhorn Book 3 page 330
	4	Uses of hydrochloric acid.	By the end of the lesson, the learner should be able to: To state uses of hydrochloric acid.	Brief discussion.		KLB BOOK 3 page 237 Longhorn Book 3 page 331
	5	Effects of hydrochloric acid on the environment.	By the end of the lesson, the learner should be able to: To explain effects of hydrochloric acid on the environment.	Discussion and explanation. Assignment.		KLB BOOK 3 page 238 Longhorn Book 3 page 334-338
	SUMMATIVE ASSESSMENT

Published in Schemes of Work Form 3

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Tuesday, 25 May 2021 07:11

KLB Biology Schemes of Work Book 3 Term 3 2020/2021

WEEK	LESSON	TOPIC/ SUB-TOPIC	LESSON OBJECTIVES	TEACHING ACTIVITIES	TEACHING MATERIALS	REFERENCES	REMARKS
1	1	Seed formation	By the end of the lesson, the learner should be able to: To explain formation of seeds.	Detailed discussion.		KLB Book 3 Page 97
	2	Fruit development	By the end of the lesson, the learner should be able to: To describe development of fruits in flowering plants.	Detailed discussion.		KLB Book 3 Page 98
	3-4	Classification of fruits.	By the end of the lesson, the learner should be able to: To classify fruits using specific criteria.	Teacher presents several types of fruits and leads students in classifying them. Detailed discussion, drawing of diagrams.	A variety of fruits, petri dishes Blades Containers.	KLB Book 3 Page 99
	5	Placentation	By the end of the lesson, the learner should be able to: To define placentation. To describe the process of placentation. To identify types of placentation.	Teacher exposes the meaning of placentation. Students examine ovaries of various fruits as the teacher exposes the types of placentation exhibited. Students draw diagrams showing types of placentation.	Fruits Beans Sunflower Pawpaw Orange Primrose, e.t.c	KLB Book 3 Page 100
2	1-2	Fruit and seed dispersal.	By the end of the lesson, the learner should be able to: To explain adaptive features of fruits and seeds to their agents of dispersal.	Students examine fruits and seeds, observe external features, and group them accordingly to methods of dispersal. Detailed discussion of observations made.		KLB Book 3 Page 102-103
	3-4	Internal structure of fruits.	By the end of the lesson, the learner should be able to: To label the parts of internal structure of a fruit. To identify the functions of internal parts of a fruit.	Teacher demonstration- Vertical sections of fruits. Students draw and label the fruit internal structure.		KLB Book 3 Page 104
	5	Sexual reproduction in animals. External fertilization	By the end of the lesson, the learner should be able to: To describe external fertilization in amphibians.	Detailed discussion.	Strands of eggs of frogs.	KLB Book 3 Page 105
3	1	Internal fertilization	By the end of the lesson, the learner should be able to: To describe internal fertilization and compare it with external fertilization.	Tabulate differences between external and internal fertilization.		KLB Book 3 Page 105
	2-3	Reproduction in mammals. Reproduction in human beings.	By the end of the lesson, the learner should be able to: To explain the reproduction process in mammals. To draw and label the structure of male reproduction system.	Detailed discussion. Drawing and labeling male reproduction system.	Wall charts-Reproduction system.	KLB Book 3 Page 105
	4	Functions of parts of male reproduction system.	By the end of the lesson, the learner should be able to: To explain the male reproduction system.	Detailed discussion.		KLB Book 3 Page 106-108
	5	Male reproduction system of an animal.	By the end of the lesson, the learner should be able to: To identify parts of male reproduction system of a rabbit/ rat.	To examine reproduction system of a male rabbit /rat. Identify the parts of the reproduction system.	Reproduction system of a rabbit/ rat.	KLB Book 3 Page 108
4	1-2	Female reproduction system.	By the end of the lesson, the learner should be able to: To draw and label parts of the female reproduction system.	Drawing and labeling.		KLB Book 3 Page 108-110
	3	Functions of parts of female reproduction system.	By the end of the lesson, the learner should be able to: To explain the functions of parts of female reproduction system.	Detailed discussion.		KLB Book 3 Page 108-110
	4	Female reproduction system of a female animal.	By the end of the lesson, the learner should be able to: To identify parts of female reproduction system of a female animal.	Examine parts of a female reproduction system. Identify the parts.	Dissected female rat/ mouse/rabbit.	KLB Book 3 Page 110
	5	The human sperm. Formation of ova.	By the end of the lesson, the learner should be able to: To draw and label the human spermatozoon. To describe the process of formation of ova.	Drawing and labelling. Detailed discussion. Q/A: Adaptations of male gamete to its function.		KLB Book 3 Page 112-113
5	1	Fertilization process.	By the end of the lesson, the learner should be able to: To explain the fertilization process.	Discussion Drawing diagrams.		KLB Book 3 Page 113-114
	2	Implantation.	By the end of the lesson, the learner should be able to: To define implantation. To define ectopic pregnancy.	Drawing illustrative diagrams. Discussion.		KLB Book 3 Page 114
	3	The placenta	By the end of the lesson, the learner should be able to: To describe the formation of the placenta and the structure of the placenta.	Exposition and discussion.	Chart- The placenta.	KLB Book 3 Page 115
	4	Role of the placenta. Placental exchanges.	By the end of the lesson, the learner should be able to: To state and explain the role of the placenta. To identify substances allowed / not allowed to pass through the placenta	Exposition and discussion. Drawing diagrams showing placental exchanges. Detailed discussion.		KLB Book 3 Page 116
	5	TEST
6	1	Pregnancy and hormones.	By the end of the lesson, the learner should be able to: To identify functions of human oestrogen and progestrone during pregnancy.	Tabulate functional differences.
	2	Abortion, miscarriage, birth.	By the end of the lesson, the learner should be able to: To describe processes of abortion, miscarriage and birth.	Q/A: To elicit students responses on related issues.		KLB Book 3 Page 117-119
	3	Lactation and parental care.	By the end of the lesson, the learner should be able to: To explain the role of oxytocin in milk let down. To draw and label mammary glands.	Discussion Drawing and labelling mammary glands.	Wall- charts mammary glands.	KLB Book 3 Page 120
	4	Secondary sexual characteristics.	By the end of the lesson, the learner should be able to: To state secondary sexual characteristics in males and females.	Detailed discussion.
	5	The menstrual cycle.	By the end of the lesson, the learner should be able to: To explain the role of hormones in the menstrual cycle.	Detailed discussion.	Chart- Phases of human menstrual cycle.	KLB Book 3 Page 121
7	1	28-day menstrual cycle.	By the end of the lesson, the learner should be able to: To represent hormonal levels on a 28-day chart.	Open discussion. Interpreting illustrative charts.	Charts	KLB Book 3 Page 122-123
	2-3	Menopause, infertility and emerging issues.	By the end of the lesson, the learner should be able to: To describe hormonal changes at menopause. To discuss emerging issues related to infertility and menopause.	Open discussion.		KLB Book 3 Page 123
	4-5	Sexually Transmitted Infections & HIV/AIDS.	By the end of the lesson, the learner should be able to: To identify the symptoms of STIs. To explain the mode of transmission of STIs / AIDS and discuss methods of control. To differentiate between HIV and AIDS.	Detailed discussion . Q/A: Distinction and relationship between HIV and AIDS.	Chart of STIs causal agents, symptoms, prevention and control measures.	KLB Book 3 Page 123-125
8	1	GROWTH & DEVELOPMENT. The concepts of growth and development.	By the end of the lesson, the learner should be able to: To distinguish growth from development.	Q/A: Aspects that occur during growth. Detailed discussion of growth and development.		KLB Book 3 Page 134
	2	Measurement of growth.	By the end of the lesson, the learner should be able to: To identify aspects that indicate growth of an organism. Sketch a growth curve.	Discuss growth aspects-height, weight and volume.		KLB Book 3 Page 134
	3,4	Growth phases.	By the end of the lesson, the learner should be able to: To describe lag and decelerating phases of growth.	Students will have collected data, e.g. height of shoots of different ages. Teacher assists students to draw growth curves. Discussion- phases of growth.	Shoots of known ages.	KLB Book 3 Page 135
	5	Intermittent growth curve.	By the end of the lesson, the learner should be able to: Explain growth curve showing intermittent growth.	Q/A: life cycles of insects. Exposition and detailed discussion.		KLB Book 3 Page 135
9	1	Structure of the seed.	By the end of the lesson, the learner should be able to: To draw and label a typical seed. To state the functions of the parts of a seed.	Students examine external structure of bean seeds and maize seeds. Teacher assists them to identify the parts of the seeds. Drawing and labeling the seeds.	Specimens of maize and bean seeds.	KLB Book 3 Page 136
	2	Longitudinal sections of monocots and dicots.	By the end of the lesson, the learner should be able to: To identify structural differences between monocots and dicots.	Obtain longitudinal section of the seeds. Identify structural differences of the specimens. Carry out iodine tests. Explain the observations.	Hand lens Maize and bean seeds. Iodine Scalpels.	KLB Book 3 Page 136
	3	Dormancy in seeds.	By the end of the lesson, the learner should be able to: To define seed dormancy. To explain factors that cause dormancy and ways of breaking dormancy.	Detailed discussion.		KLB Book 3 Page 137
	4,5	Seed germination.	By the end of the lesson, the learner should be able to: To describe the process of seed germination. To investigate conditions necessary for germination. To explain conditions necessary for germination.	Observe previously prepared specimens. Discuss the observations.	Seeds Cotton wool Flat bottomed flasks Corks T-tubes Thermometers pyrogallic acid NaOH solution.	KLB Book 3 Page 140
10	1	Epigeal germination.	By the end of the lesson, the learner should be able to: To differentiate between epigeal and hypogeal germination. To describe epigeal germination.	Observe previously prepared specimens of germinating bean seed/ castor seed. Drawing comparative diagrams.	Specimens of germinating bean/castor seed at different phases of germination.	KLB Book 3 Page 141
	2	Hypogeal germination.	By the end of the lesson, the learner should be able to: To describe hypogeal germination.	Observe previously prepared specimens of germinating bean seed/ castor seed. Drawing diagrams.	Specimens of germinating maize seed at different phases of germination.	KLB Book 3 Page 141
	3	Primary growth of a seedling.	By the end of the lesson, the learner should be able to: To describe primary growth of a seedling.	Brief discussion Observe previously prepared specimens of germinating bean seed/ castor seed. Drawing diagrams.		KLB Book 3 Page 143
	4	Region of growth in a root.	By the end of the lesson, the learner should be able to: To determine the region of growth in a root.	Group experiments- Observe previously prepared specimens to determine regions of growth. Discuss observations made. Draw relevant diagrams.	Germinating bean seeds Cork pin Beaker Indian ink Blotting paper Ruler.	KLB Book 3 Page 144
	5	Apical meristems.	By the end of the lesson, the learner should be able to: To draw and label longitudinal and transverse sections of apical meristems.	Drawing and labelling transverse sections of apical meristems.	Charts-Apical meristems	KLB Book 3 Page 144
11	1	Secondary growth.	By the end of the lesson, the learner should be able to: To describe secondary growth of plants.	Detailed discussion.		KLB Book 3 Page 145-146
	2	Growth hormones.	By the end of the lesson, the learner should be able to: To explain role of hormones in growth of plants.	Discuss the role of IAA, gibberellins, cytokinins, and abscisic acid e.t.c, in plant growth.		KLB Book 3 Page 147
	3	Apical dominance.	By the end of the lesson, the learner should be able to: To explain the role of auxins in apical dominance.	Probing questions leading to definition and explanation of apical dominance.		KLB Book 3 Page 147-148
	4	Growth and development in insects.	By the end of the lesson, the learner should be able to: To differentiate between complete and incomplete metamorphosis.	Q/A: Features of complete and incomplete metamorphosis of insects.	Shoot with lateral growth	KLB Book 3 Page 148-149
	5	Role of hormones in insect growth.	By the end of the lesson, the learner should be able to: To identify hormones that promotes insect growth	Exposition and explanations.		KLB Book 3 Page 148- 149
12-13	SUMMATIVE ASSESSMENT TEST

Published in Form 3 Term 3 Schemes of Work 2020/2021

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Tuesday, 25 May 2021 06:16

KLB Agriculture Schemes of Work Book 3 Term 3 2020/2021

WEEK	LESSON	TOPIC	SUB-TOPIC	LESSON OBJECTIVES	TEACHING/ LEARNING ACTIVITIES	TEACHING MATERIALS	REFERENCES	REMARKS
1	1-2	SORGHUM	Ecological requirements and preparation for planting materials.	By the end of the lesson, the learner should be able to: Outline the ecological requirements of sorghum. Identify some varieties of finger millet. Describe selection and preparation of planting materials.	Discussion; Exposition; Probing questions.	Finger millet	KLB BK III Page 250-252
	3-4		Field operations, pest and disease control.	By the end of the lesson, the learner should be able to: Discuss field operations, pest and disease control.	Examine sorghum attacked by pests / diseases. Discussion	Sorghum attacked by pests / diseases.	KLB BK III Page 255-259
2	1	BEANS	Ecological requirements and preparation for planting materials.	By the end of the lesson, the learner should be able to: Outline the ecological requirements for beans. Identify some varieties of beans.	Exposition and probing questions.		KLB BK III Page 260-261
	2		Field operations, pest and disease control & harvesting of beans.	By the end of the lesson, the learner should be able to: Discuss field operations, pest and disease control.	Examine beans attacked by pests / diseases. Brain storming; Discussion.	Bean plants attacked by pests / diseases.	KLB BK III Page 261-263
	3	RICE	Ecological requirements and preparation for planting materials.	By the end of the lesson, the learner should be able to: Outline the ecological requirements for beans. Identify some varieties of rice.	Exposition and probing questions.		KLB BK III Page 260-261
	4		Field operations, pest and disease control & harvesting of rice.	By the end of the lesson, the learner should be able to: Discuss field operations, pest and disease control.	Brain storming; Discussion.	Bean plants attacked by pests / diseases.	KLB BK III Page 261-263
3	1		Harvesting pyrethrum.	By the end of the lesson, the learner should be able to: Describe harvesting of pyrethrum.	Exposition and probing questions.	Pyrethrum shrubs	KLB BK III Page 265
	2		Harvesting sugarcane.	By the end of the lesson, the learner should be able to: Describe harvesting of sugarcane.	Exposition and probing questions.		KLB BK III Page 265
	3		Harvesting coffee and tea.	By the end of the lesson, the learner should be able to: Describe harvesting of coffee and tea.	Exposition and probing questions. Brainstorming		KLB BK III Page 265
	4	FORAGE CROPS	Pasture classification.	By the end of the lesson, the learner should be able to: Outline criteria for classifying pastures.	Exposition and probing questions.	Common types of grass	KLB BK III Page 269-271
4	1		Pasture establishment.	By the end of the lesson, the learner should be able to: Outline methods of sowing pasture crop. Describe field practices for pasture establishment.	Brain storming, Discussion.		KLB BK III Page 272-274
	2		Weed control and top dressing	By the end of the lesson, the learner should be able to: Cite reasons for weed control. Cite reasons for topdressing.	Brain storming Discussion.		KLB BK III Page 274-276
	3		Pasture utilization.	By the end of the lesson, the learner should be able to: State effects of early / late defoliation.	Probing questions Exposition Discussion		KLB BK III Page 277- 278
	4		Rotational grazing systems.	By the end of the lesson, the learner should be able to: By the end of the lesson, the learner should be able to: State advantages of rotational grazing systems.	Brain storming Discussion on paddocking, strip grazing, tethering.		KLB BK III Page 280-282
5	1		Zero grazing / stall feeding.	By the end of the lesson, the learner should be able to: State advantages of zero grazing / stall feeding.	Brain storming Discussion.		KLB BK III Page 283
	2		Napier grass	By the end of the lesson, the learner should be able to: Outline the ecological requirements for Napier grass. Describe establishment of Napier grass.	Expository and descriptive approaches.	Napier grass strands	KLB BK III Page 283-287
	3-4		Guatemala	By the end of the lesson, the learner should be able to: Outline the ecological requirements for Guatemala. Describe establishment of Guatemala.	Brain storming, Discussion.	Guatemala strands	KLB BK III Page 287-292
6	1-2		Kenya white clover	By the end of the lesson, the learner should be able to: Outline the ecological requirements for Kenya white clover. Describe establishment of Kenya white clover.	Brain storming Discussion.	Kenya white clover strands	KLB BK III Page 295
	3-4		Lucerne & Desmodium	By the end of the lesson, the learner should be able to: Outline the ecological requirements for Lucerne / desmodium. Describe establishment of Lucerne / desmodium.	Q/A & brief discussion Exposition.	Lucerne strands
7	1-2	FORAGE CONSERVATION		By the end of the lesson, the learner should be able to: Cite reasons for conserving forge. Outline methods of conserving forage.	Discussion on hay / silage making and silos.		KLB BK III Page 299-302
	3-4	TEST & MID TERM BREAK
8	1		Principles of conservation.	By the end of the lesson, the learner should be able to: Discuss the principles of conservation of forage. State characteristics of quality silage.	Brief discussion with exposition of new concepts		KLB BK III Page 304-305
	2		Silage requirements in dry matter.	By the end of the lesson, the learner should be able to: Calculate silage requirements in dry matter.	Expositions Calculations	Calculators	KLB BK III Page 305-306
	3-4	LIVESTOCK HEALTH III	Observable conditions of livestock and disease predisposing factors	By the end of the lesson, the learner should be able to: Identify conditions that help in observing disease symptoms. Identify some disease predisposing factors	Brain storming Discussion. Q/A to review disease and health		KLB BK III Page 308-309
9	1-2		Terms related to livestock diseases.	By the end of the lesson, the learner should be able to: Define the terms incubation period, mortality, natural and artificial immunity.	Probing questions Brief discussion.		KLB BK III Page 309-310
	3-4		Protozoan diseases	By the end of the lesson, the learner should be able to: Give examples of protozoan diseases. Identify symptoms of specific diseases. Cite control measures.	Discussion on ECF, anaplasmolysis, nagana, coccidiosis.		KLB BK III Page 311-312
10	1-2		Bacterial diseases	By the end of the lesson, the learner should be able to: Give examples of bacterial diseases. Identify symptoms of specific diseases. Cite control measures. Identify animals affected by bacterial diseases.	Discussion on mastitis. Foot rot, contagious abortion, black quarter, scours, anthrax, pneumonia.		KLB BK III Page 314-325
	3-4		Viral diseases	By the end of the lesson, the learner should be able to: Give examples of viral diseases. Identify symptoms of specific diseases. Cite control measures. Identify animals affected by viral diseases.	Discussion on rinderpest, Newcastle, gumboro, foot and mouth disease, fowl pox.		KLB BK III Page 325- 330
11	1	Nutritional disorders	Milk fever	By the end of the lesson, the learner should be able to: Cite symptoms of milk fever. Explain control and treatment of milk fever.	Brain storming Brief Discussion.		KLB BK III Page 330- 332
	2		Bloat	By the end of the lesson, the learner should be able to: Cite symptoms of milk fever. Explain control and treatment of milk fever.	Brain storming Brief Discussion.		KLB BK III Page 332-333
	3-4	REVIEW QUESTIONS
12-13	END OF YEAR EXAMS

Published in Form 3 Term 3 Schemes of Work 2020/2021

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Monday, 24 May 2021 11:56

KLB History Book 3 Schemes of Work Form 3 Term 3 2020/2021

WEEK	LESSON	TOPIC	SUB-TOPIC	LESSON/SPECIFIC OBJECTIVES	TEACHING/LEARNING ACTIVITIES	TEACHING MATERIALS & RESOURCES	REFERENCES	REMARKS
1	1	RISE OF AFRICAN NATIONALISM	Methods used by nationalists in South Africa	By the end of the lesson, the learner should be able to: Describe the methods used by nationalists in South Africa.	Q/A Discussion		KLB Book 3 Page 133
	2		Methods used by nationalists in South Africa	By the end of the lesson, the learner should be able to: Describe the methods used by nationalists in South Africa.	Q/A Discussion		KLB Book 3 Page 133
	3		Challenges in the liberation struggle	By the end of the lesson, the learner should be able to: Identify challenges faced by nationalists in liberation struggle.	Q/A Discussion		KLB Book 3 Page 134
	4		Contribution of Nelson Mandela to the fight for freedom & democracy in South Africa.	By the end of the lesson, the learner should be able to: Discuss the Contribution of Nelson Mandela to the fight for freedom & democracy in South Africa.	Q/A Detailed Discussion		KLB Book 3 Page 135
2	1	LIVES & CONTRIBUTIONS OF KENYAN LEADERS.	JOMO KENYATTA. Early life.	By the end of the lesson, the learner should be able to: Describe the early life of Jomo Kenyatta.	Q&A		KLB Book 3 Page 136
	2		Kenyatta’s early political career.	By the end of the lesson, the learner should be able to: Give an account of Kenyatta’s early political career.	Q&A Detailed discussion		KLB Book 3 Page 137
	3		Kenyatta’s later political career.	By the end of the lesson, the learner should be able to: Analyze the problems encountered by Kenyatta in the struggle for independence.	Detailed analysis		KLB Book 3 Page 137-138
	4		Kenyatta’s later political career.	By the end of the lesson, the learner should be able to: Analyze the problems encountered by Kenyatta in the struggle for independence.	Detailed analysis		KLB Book 3 Page 137-138
3	1		DANIEL ARAP MOI Early life.	By the end of the lesson, the learner should be able to: Describe the early life of Daniel Moi.	Brief analysis of his early life	Serialized biography	KLB Book 3 Page 140-141
	2		Moi’s early political career.	By the end of the lesson, the learner should be able to: Give an account of Moi’s early political career.	Brief analysis of his early life Q&A	Serialized biography	KLB Book 3 Page 140-141
	3		Moi’s later political career.	By the end of the lesson, the learner should be able to: Analyze the problems encountered by Daniel Moi in the struggle for independence.	Detailed analysis of his political career and developments in independent Kenya.	Serialized biography	KLB Book 3 Page 142-143
	4		Moi’s later political career.	By the end of the lesson, the learner should be able to: Outline the political developments during Moi's era.	Detailed analysis of his political career and developments in independent Kenya.	Serialized biography	KLB Book 3 Page 142-143
4	1		Oginga Odinga Early life	By the end of the lesson, the learner should be able to: Describe the early life of Oginga Odinga.	Brief analysis of his early life.	Biography	KLB Book 3 Page 144-146
	2		Odinga's Political Career	By the end of the lesson, the learner should be able to: Give an account of Odinga’s political career.	Detailed analysis of Odinga’s political career.	Biography	KLB Book 3 Page 144-146
	3		Odinga's Political Career	By the end of the lesson, the learner should be able to: Give an account of Odinga’s political career.	Detailed analysis of Odinga’s political career.	Biography	KLB Book 3 Page 144-146
	4		THOMAS JOSEPH MBOYA. Early Life.	By the end of the lesson, the learner should be able to: Describe the early life of Tom Mboya	Brief analysis of his early life.	Biography	KLB Book 3 Page 147-149
5	1		Tom Mboya’s Political career.	By the end of the lesson, the learner should be able to: Give an account of Mboya’s political career.	Detailed analysis of his political life.		KLB Book 3 Page 147-149
	2		Tom Mboya’s Political career.	By the end of the lesson, the learner should be able to: Give an account of Mboya’s political career.	Detailed analysis of his political life.		KLB Book 3 Page 147-149
	3		RONALD GEDION NGALA. Early Life & political career.	By the end of the lesson, the learner should be able to: Describe the early life of Ronald Ngala.	Brief analysis of his early life.		KLB Book 3 Page 150
	4		Early Life & political career.	By the end of the lesson, the learner should be able to: Describe the early life of Ronald Ngala.	Brief analysis of his political career.		KLB Book 3 Page 150
6	1	THE FORMATION, STRUCTURE & FUNCTIONS OF THE GOVERNMENT OF KENYA.	The Electoral process.	By the end of the lesson, the learner should be able to: Identify the two fundamental characteristics of the electoral process. Identify situations that occasion a general election and a by- election	Q/A: review the constitution. Oral questions; Brief explanations		KLB Book 3 Page 152
	2		Voters & Election Candidates.	By the end of the lesson, the learner should be able to: Identify conditions fulfilled by a voter. Identify conditions fulfilled by a candidate seeking elective post(s).	Oral questions during the lesson. Brief discussion.	Voter's card	KLB Book 3 Page 152
	3	.	The structure & Functions of the Electoral Commission of Kenya	By the end of the lesson, the learner should be able to: Outline functions of the Electoral Commission of Kenya. Describe the ECK secretariat. State the duties of ECK officials.	Q/A& brief discussion. Exposition of new ideas.	Flow chart: ECK secretariat & ECK officials	KLB Book 3 Page 153
	4		The process of the formation of Government.	By the end of the lesson, the learner should be able to: Describe the process of the formation of Government.	Exposition and discussion.		KLB Book 3 Page 154
7	1	Structure and Functions of the Government of Kenya.	The Legislature: Composition & Functions.	By the end of the lesson, the learner should be able to: Identify the three arms of the Government. Explain the principle of separation of powers among the three arms. Describe the composition and functions of the Legislature.	Q/A: Other names of the Legislature. Exposition of new concepts. Q/A & Discussion.		KLB Book 3 Page 155
	2		The Law making process.	By the end of the lesson, the learner should be able to: Describe the Law making process.	Discussion :origin of the Law, stages of the Bill.		KLB Book 3 Page 156-157
	3		Parliamentary Supremacy.	By the end of the lesson, the learner should be able to: Explain the concept of supremacy of parliament.	Exposition of new ideas and concepts.		KLB Book 3 Page 156-157
	4	CAT
8	1		The Executive Arm. Composition & Powers	By the end of the lesson, the learner should be able to: Describe the composition of the Executive Arm. List the powers and functions of the president.	Q/A, Exposition and discussion.		KLB Book 3 page 160-162
	2		The Cabinet.	By the end of the lesson, the learner should be able to: Describe the composition of the Cabinet & Cabinet Committees.	Q/A, Exposition and discussion.		KLB Book 3 page 163-164
	3		Functions of the cabinet	By the end of the lesson, the learner should be able to: State the functions of Cabinet.	Q/A, Exposition and discussion.		KLB Book 3 page 165-166
	4		The Civil Service.	By the end of the lesson, the learner should be able to: Describe the composition and functions of the Civil Service.	Q/A, Exposition and discussion.
9	1		Provincial Administration The P.C.	By the end of the lesson, the learner should be able to: Describe the structure and hierarchy of the P.C. State the Function and duties of the P.C.	Q/A: name the eight provinces. Discussion: P.C.’s duties.		KLB Book 3 page 167-168
	2		The D.C The D.O	By the end of the lesson, the learner should be able to: State the functions and duties of the D.C. State the functions and duties of the D.O.	Q/A and discussion.		KLB Book 3 page 167-168
	3		The Chief and Assistant Chief The village elders	By the end of the lesson, the learner should be able to: State the functions and duties of the Chief. State the functions and duties of the Assistant Chief and Village Elders	Q/A and discussion. Assignment: functions and duties of Village Elders.		KLB Book 3 page 168-169
	4		Functions of the Armed Forces	By the end of the lesson, the learner should be able to: State the functions of the Armed Forces.	Q/A & discussion.		KLB Book 3 page 170-171
10	1		The Police	By the end of the lesson, the learner should be able to: Identify the branches of the Police. State the functions of the Police.	Q/A & discussion branches of the police		KLB Book 3 page 170-171
	2		The Prisons Department	By the end of the lesson, the learner should be able to: State basic aims of prison sentences. Identify categories of Kenyan Prisons. State functions of prisons.	Q/A & Explanations.	Newspaper extracts	KLB Book 3 page 170-171
	3		Challenges facing the police and prisons departments	By the end of the lesson, the learner should be able to: Outline the Challenges facing the police and prisons departments.	Q/A & open discussion.	Newspaper extracts	KLB Book 3 page 170-171
	4		The judiciary Chief Justice	By the end of the lesson, the learner should be able to: Outline the qualities of the Chief Justice. State the functions and duties of the Chief Justice.	Exposition and new ideas. Guided discussion.		KLB Book 3 page 172
11	1		The Attorney General The Judicial Service Commission	By the end of the lesson, the learner should be able to: State the functions and duties of the Attorney General. Describe the composition of the Judicial Service Commission.	Exposition and Discussion.		KLB Book 3 page 172
	2		The court System in Kenya	By the end of the lesson, the learner should be able to: List down the Courts of Kenya. Identify the hierarchal order of Courts of Kenya.	Discuss: powers and areas of jurisdiction of Courts.		KLB Book 3 page 172
	3		Independence of the Judiciary	By the end of the lesson, the learner should be able to: Explain the concepts of independence of the judiciary. Explain ways in which the independence of the judiciary is achieved in Kenya.	Exposition & detailed discussion.		KLB Book 3 page 172
	4		The rule of law and concept of natural justice	By the end of the lesson, the learner should be able to: Explain the concepts of rule of law and natural justice. Outline principles of natural justice.	Explanations. Exposition: principles of natural justice.		KLB Book 3 page 172
12-13	summative assessment test

Published in Form 3 Term 3 Schemes of Work 2020/2021

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Friday, 21 May 2021 12:46

KLB Form 3 CRE Schemes of Work Term 3 2020/2021

KLB Form 3 CRE Schemes of Work Term 3 2020/2021
WK/NO.	L/NO.	TOPIC / SUB-TOPIC	LESSON/SPECIFIC OBJECTIVES	TEACHING/LEARNING ACTIVITIES	MATERIALS / RESOURCES	REFERENCES	REMARKS
1	1	JEREMIAH'S TEACHINGS ON SUFFERING AND HOPE Jeremiah's suffering and lamentations. -Plot against his life. -Isolation.	Describe Jeremiah's suffering and lamentations	Jer. 17:14-18 Brief discussion	The Bible	KLB BK III Pg.130-1
	2	Jeremiah's suffering and lamentations. -People's mockery. -Torture.	Describe Jeremiah's suffering and lamentations	Jer. 17:14-18 Oral questions Discussion		KLB BK III Pg.132
	3, 4	Jeremiah's arrest, trial and imprisonment.	Describe Jeremiah's arrest, trail, his defense and consequential imprisonment.	Jer. 26: 237-38 Inference form the readings Narrations Q/A & discussion		KLB BK III Pg.133
2	1	Relevance of Jeremiah's sufferings and lamentations.	Apply Jeremiah's teachings on suffering and lamentations in Christian's lives today	Probing questions Brief discussion		KLB BK III Pg.133-5
2	2-4	Jeremiah's symbolic acts related to hope and restoration.	Identify Jeremiah's symbolic acts related to hope and restoration of Israelites. Relate symbolic acts of judgement and punishment to acts of hope and restoration	Jer. 24:11 Q/A: review symbolic acts related to judgements and punishment		KLB BK III Pg.135-7
3	1, 2	The New Covenant.	Outline the characteristics of the New Covenant as foreseen by Jeremiah	Jer. 23: 5-6, 30-33 Q/A: Review the theme of the covenant between God and Abraham & Sinai covenant. Exposition of the New Covenant		KLB BK III Pg.137-9
	3	Fulfillment and relevance of Jeremiah's teachings and prophecies to Christians. -Jeremiah's call and suffering -Hypocrisy in worship	Explain the relevance of Jeremiah's call and suffering and his teachings to Christians today.	Probing questions Brief discussion Assignment		KLB BK III Pg.140
	4	Fulfillment and relevance of Jeremiah's teachings and prophecies to Christians -Message of repentance -The new covenant	Explain the relevance of Jeremiah's teaching on repentance and new covenant to Christian's today	Probing questions Brief discussion Assignment		KLB BK III Pg.142
4	1	Fulfillment and relevance of Jeremiah's teachings and prophecies to Christians -Judgement -Hope and restoration	Explain the relevance of Jeremiah's teaching on hope and restoration to Christian's today	Probing questions Brief discussion Assignment		KLB BK III Pg.143
	2	Fulfillment and relevance of Jeremiah's teachings and prophecies to Christians -The righteous king. -The temple of Jerusalem.	Explain the relevance of Jeremiah's teaching on hope, Temple and restoration to Christian's today	Probing questions Brief discussion Assignment		KLB BK III Pg.144-5
	3	NEHEMIAH Background to Nehemiah	Outline his social and political backgrounds	Brief discussion Exposition		KLB BK III Pg.146-150
	4	Nehemiah's religious background.	Identify religious practices observed by exiles in Babylon	Brief discussion Exposition		KLB BK III Pg.150-3
5	1	Religious practices during exile	Describe the religious practices observed before the exile	Exposition Narration		KLB BK III Pg.153
	2	Religious practices after exile	Describe the religious practices observed after the exile	Q/A: To review practices before exile Exposition Narration		KLB BK III Pg.154
	3, 4	The Call and Mission of Nehemiah	Describe the call and mission of Nehemiah	Brief discussion: the task ahead of Nehemiah		KLB BK III Pg.
6	1, 2	Prayer life of Nehemiah	Describe the prayer life of Nehemiah Highlight characteristics of his prayers	Neh. 1: 5-11 Oral questions about prayer and fasting. Deductions from the Bible reading.		KLB BK III Pg.157-161
	3	Importance of prayer in a Christians' life.	State the importance of prayer in Christians' life	Q/A & Brief discussion		KLB BK III Pg.160-2
	4	C.A.T & MID-TERM BREAK
7	1	C.A.T & MID-TERM BREAK
	2, 3	Nehemiah's character in leadership	Describe the character of Nehemiah as a good leader	Selected verses Oral questions Characters of a good leader Discussion Nehemiah's character as a leader		KLB BK III Pg.162-4
	4	Nehemiah in Jerusalem	Describe the character of Nehemiah as a leader in Jerusalem	Brief discussion Narration		KLB BK III Pg.165-6
8	1-2	Problems experienced by Nehemiah.	Identify problems experienced by Nehemiah	Neh. 2: 19-20, 3-5, 5:1-13 Discuss inferences from the readings		KLB BK III Pg.168-172
8	3-4	Measures to redress the problems.	Explain Nehemiah's measures to redress the problem			KLB BK III Pg.173-4
9	1	Christian's lesson learnt from Nehemiah's experiences.	Outline lessons learnt from Nehemiah's experiences	Probing questions Give summary of qualities of good leadership		KLB BK III Pg.174-7
	2	Christian's lesson learnt from Nehemiah's leadership.	Identify good qualities for good leadership as emulated from Nehemiah's life	Probing questions Brainstorming Give a summary of qualities of good leadership		KLB BK III Pg.174-7
	3-4	THE RESTORATION OF THE JEWISH COMMUNITY Renewal through the Mosaic Law	Explain the significance of the Mosaic Law to the renewal of the Jews	Brief discussion Narration		KLB BK III Pg.178-180
10	1-2	The renewal of the Covenant	Describe the Renewal of the covenant between Israel's faith and the Yahweh	Neh. 9:1-37 Neh. 12:27-43 Narrations Oral questions Discussion		KLB BK III Pg.181-2
	3	The Agreement	Identify the provisions of the agreement	Discussion Narration		KLB BK III Pg.183
	4	Dedication of the wall of Jerusalem	Describe the dedication of the wall of Jerusalem	Discussion Narration		KLB BK III Pg.184-5
11	1	Nehemiah's reforms: -Temple reforms -About the Sabbath	Give an outline of Nehemiah's reforms relating to the temple and Sabbath day	Neh. 13 Oral questions Probing questions Discussion		KLB BK III Pg.185-8
	2	Nehemiah's reforms: -About foreigners -On inter-marriages	Give an outline of Nehemiah's reforms about foreigners and inter-marriages	Neh. 13 Oral questions Discussion		KLB BK III Pg.188-9
	3-4	Comparison of Nehemiah's experiences with the life of Jesus as depicted in Luke's Gospel	Compare Nehemiah's exemplary life as a reformer and leader with the life and teachings of Jesus as postulated in St. Luke's Gospel	Discussions & Q/A Points to consider: -Prayerfulness -Compassion -Reforms -Opposition Study questions and activities		KLB BK III Pg.190-3
SUMMATIVE ASSESSMENT TEST

Published in Form 3 Term 3 Schemes of Work 2020/2021

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Displaying items by tag: KLB

LIVES & CONTRIBUTIONS OF KENYAN LEADERS.

JOMO KENYATTA.

THOMAS JOSEPH MBOYA.

RONALD GEDION NGALA.

Early Life & political career.

Early Life & political career.

THE FORMATION, STRUCTURE & FUNCTIONS OF THE GOVERNMENT OF KENYA.

.

Structure and Functions of the Government of Kenya.

The Executive Arm.

Composition & Powers