Displaying items by tag: Schemes of Work
Science - Class 8 Schemes of Work Term 3 2023
SCIENCE SCHEMES OF WORK
STANDARD 8, 2023
TERM 1
WEEK |
LESSON |
TOPIC |
SUB TOPIC |
OBJECTIVES |
T/L ACTIVITIES |
T/L RESOURCES |
T/L AIDS |
REMARKS |
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1 |
Opening and Revisions |
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2 |
1 - 5 |
HUMAN BODY |
Reproduction in human beings. Excretory system |
By the end of the lesson the learner should be able to:
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Primary science standard 8 pg 1 – 15 Quick reading science 1 - 8 |
Charts photos |
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3 |
1 – 5 |
HEALTH EDUCATION |
Sexually transmitted infections. Control of HIV/AIDS |
By the end of the topic the learner should be able to:
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Primary science standard 8 pg 20 – 30 Quick reading science 8 - 21 |
Hospital chart |
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4 |
1 - 5 |
PLANTS |
Adaptation of plants Crop diseases. |
By the end of the lesson the learner should be able to:
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Primary science standard 8 pg 31 – 46 Quick reading science 22 - 33 |
Different plants e.g. maize, beans, acacia. |
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5 |
1 – 5 |
ANIMALS |
Livestock parasites Human intestinal worms |
By the end of the lesson the learner should be able to:
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Primary science standard 8 pg 47 – 58 Quick reading science 33 - 41 |
External parasites eg ticks |
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6 |
1 – 5 |
ENVIRONMENT |
Meaning of environment. Components of the environment. |
By the end of the lesson the learner should be able to:
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Primary science standard 8 pg 59 – 79 Quick reading science 61 - 76 |
plants Soil animals |
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7 |
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Mid term and mid term exams |
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8 |
1 – 5 |
WATER |
Water pollution. Effects of water pollution. Water conservation |
By the end of the lesson the learner should be able to:
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Primary science standard 8 pg 80 – 89 Quick reading science 77 - 81 |
Water Paper Jeri cans |
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9 |
1 – 5 |
SOIL |
Comparison of soil Soil pollution. |
By the end of the topic the learner should be able to:
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Primary science standard 8 pg 89 - 92 Quick reading science 84 - 89 |
Soil containers |
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10 |
1 – 5 |
FOOD AND NUTRITION |
Food groups Balanced diet Nutritional requirements for special groups
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The learner should be able to:
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Primary science standard 8 pg 93 - 102 Quick reading science 90 - 96 |
Foods e.g. bananas and oranges |
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11 |
1 – 5 |
ENERGY |
Light Heat meaning of energy Transformation of energy. |
The learner should be able to:
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Primary science standard 8 pg 103 – 109 Quick reading science 97 - 180 |
Battery cells Electric wire bulbs |
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12 |
1 – 5 |
MAKING WORK EASIER |
Simple machines |
The learner should be able to:
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Primary science standard 8 pg 110 – 121 Quick reading science 100 - 105 |
Flag post Ladder |
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13 |
Revisions and preparations for End Term Exams |
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14 |
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End Term Exams and Closing |
TERM 2
WK |
LESSON |
TOPIC/SUB TOPIC |
OBJECTIVES |
T/L ACTIVITIES |
T/L AIDS |
REFERENCES |
REMARKS |
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1 |
Opening and Revisions |
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2 |
1 – 5 |
PLANTS Adaptation of plants to their environment. Dry areas Wet areas. |
By the end of the lesson the learner should be able to:
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Realia |
Primary science pupils book 8 pg 32 – 37 Understanding science book 8 pg 17 – 20 by longhorn. |
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3 |
1 – 5 |
PLANTS Signs of unhealthy crops. Crop diseases Effects of crop diseases. |
The learner should be able to:
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Realia |
Primary science pupils book 8 pg 37 – 43 by klb Understanding science book 8 pg 21 - 23 |
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4 |
1 – 5 |
ANIMALS |
The learner should be able to:
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Charts |
Primary science pupils book 8 pg 48 - 51 Understanding science book 8 pg 24 - 28 |
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5 |
1 – 5 |
ANIMALS Signs of poor health in livestock. Effects of livestock diseases. |
The learner must be able to:
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Local environment.
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Primary science pupils book 8 pg 64 - 66 Understanding science book 8 pg 35 - 38 |
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6 |
1 – 5 |
WATER Differences between hard and soft water. Disadvantages of hard water. Softening hard water by boiling |
By the end of the lesson the learner should be able to:
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Investigate the differences between hard and soft water.. Soften hard water by Boiling. Explaining Write short notes. |
Primary science pupils book 8 pg 75 - 82 Understanding science book 8 pg 35 - 38 |
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7 |
1 – 5 |
ENVIRONMENT. Meaning of soil pollution. Effects of soil pollution on plants and animals
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By the end of the lesson the learner should be able to:
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Local environment. Chart |
Primary science pupils book 8 pg 85 - 88 Understanding science book 8 pg 40 - 41 |
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8 |
1 – 5 |
ENVIRONMENT. Meaning of soil conservation. Soil conservation methods. |
The learner should be able to:
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Local environment. |
Primary science pupils book 8 pg 98 - 105 Understanding science book 8 pg 44 - 47 |
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9 |
1 – 5 |
ENVIRONMENT. Ways in which air is polluted. Effects of air pollution. Ways of controlling air pollution. |
By the end of the lesson the learner should be able to:
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Local environment |
Primary science pupils book 8 pg 98 - 105 Understanding science book 8 pg 44 - 47 |
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10 |
1 - 5 |
FOODS AND NUTRITION. Nutrition for pregnant and lactating mothers. Nutrition for mothers Nutrition for |
By the end of the lesson the learner should be able to:
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Vegetables, fruits, beans, bones. |
Primary science pupils book 8 pg 113 - 118 Understanding science book 8 pg 48 - 52 |
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11 |
1 – 5 |
PLANTS
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Adaptation of plants to their environment. Dry areas Wet areas |
By the end of the lesson the learner should be able to:
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Realia |
Primary science pupils book 8 pg 32 – 37 Understanding science book 8 pg 17 – 20 by longhorn. |
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12 |
1 – 5 |
PLANTS . |
Signs of unhealthy crops. Crop diseases Effects of crop Disease |
The learner should be able to:
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Realia |
Primary science pupils book 8 pg 37 – 43 by klb Understanding science book 8 pg 21 - 23 |
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13 |
Revisions and Preparations for End Term Exams |
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14 |
End Term 11 Exams and Closing |
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TERM 3
WK |
LESSON |
TOPIC |
SUB TOPIC |
OBJECTIVES |
T/L ACTIVITIES |
T/L AIDS |
REFERENCES |
REMARKS |
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1 |
Opening and Revisions |
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2 |
1 – 5 |
ANIMALS |
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The learner should be able to:
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Charts |
Primary science pupils book 8 pg 48 - 51 Understanding science book 8 pg 24 - 28 |
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3 |
1 – 5 |
ANIMALS
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Signs of poor health in livestock. Effects of livestock diseases |
The learner must be able to:
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Local environment.
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Primary science pupils book 8 pg 64 - 66 Understanding science book 8 pg 35 - 38 |
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4 |
1 – 5 |
WATER
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Differences between hard and soft water. Disadvantages of hard water. Softening hard water by boiling |
By the end of the lesson the learner should be able to:
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Investigate the differences between hard and soft water.. Soften hard water by Boiling. Explaining Write short notes. |
Primary science pupils book 8 pg 75 - 82 Understanding science book 8 pg 35 - 38 |
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5 |
1 – 5 |
ENVIRONMENT.
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Meaning of soil pollution. Effects of soil pollution on plants and animals
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By the end of the lesson the learner should be able to:
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Local environment. Chart |
Primary science pupils book 8 pg 85 - 88 Understanding science book 8 pg 40 - 41 |
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6 |
1 – 5 |
ENVIRONMENT. Meaning of soil conservation. Soil conservation methods. |
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The learner should be able to:
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Local environment. |
Primary science pupils book 8 pg 98 - 105 Understanding science book 8 pg 44 - 47 |
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7 |
1 – 5 |
ENVIRONMENT. Ways in which air is polluted. Effects of air pollution. Ways of controlling air pollution. |
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By the end of the lesson the learner should be able to:
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Local environment |
Primary science pupils book 8 pg 98 - 105 Understanding science book 8 pg 44 - 47 |
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8 |
1 - 5 |
FOODS AND NUTRITION. Nutrition for pregnant and lactating mothers. Nutrition for mothers Nutrition for |
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By the end of the lesson the learner should be able to:
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Vegetables, fruits, beans, bones. |
Primary science pupils book 8 pg 113 - 118 Understanding science book 8 pg 48 - 52 |
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9 |
End Term Exams and Closing |
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Mathematics - Class 8 Schemes of Work Term 1, 2 and 3 2023
TERM 1
WEEK | LESSON | TOPIC/SUB TOPIC | OBJECTIVES | T/L ACTIVITIES | REFERENCES | T/L AIDS | REMARKS |
1 | Opening and Revision | ||||||
2 | 1 - 7 | NUMBERS Place values and total values. Square and square roots. LCM, GCD and divisibility test. Fractions |
The learner should be able to:
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Understanding math pg 1 – 14 Progressive math pg 1 – 6 Learning mathematics pg 5 – 13 |
A chart | |
3 | 1 - 7 | OPERATION ON NUMBERS. Operations involving whole numbers. Combining operations. Operation Involving: fractions and decimals. Percentage increase and decrease. Number sequence. |
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Understanding mathematics pg 16 – 43 Progressive math pg 10 – 13 Learning math pg 41 - 46 |
A chart | |
4 | 1 - 7 | END OF MONTH EXAMS | |||||
5 | 1 - 7 | LENGTH/MEASUREMENT Units of length Area Surface area Volume Capacity Mass |
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Understanding math pg 48 – 78 Progressive math pg 36 – 84 Learning math pg 54 – 89 |
A chart | |
6 | 1-7 | MEASUREMENT Profit and loss Percentages profit and loss Bills Commission and percentage commissions Discount and percentage discount. Hire purchase Simple interest |
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Understanding math pg 89 – 121 Progressive math pg 94 – 111 Learning math pg 91 – 110 |
A chart | |
7,8 & 9 | 1 - 7 | Revision, mid term exams | |||||
10 | 1 - 7 | TIME SPEED AND TEMPERATURE |
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Understanding math pg 48 – 54 Learning math pg 111 -117 |
A chart clock |
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11 And 12 |
1-7 1-7 |
GEOMETRY Construction of a Pythagorean relationship |
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Understanding math pg 147 – 183 Progressive math pg 56 – 6 8 Learning math pg 118 - 138 |
A chart Cut outs of patterns Geometrical sets |
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13 | 1 - 7 | Revisions and Preparations for End Term Exams | |||||
14 | End Term 1 Exams and closing |
TERM 2
WEEK | LESSON | TOPIC | SUB TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARK |
1 | 1 - 7 | Opening and Revisions | ||||||
2 | 1 - 7 | MEASUREMENT Length perimeter and area |
Length and circumference | Be able to:
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Water Containers Ruler. |
Primary math pg 88 – 95 Understanding math pg 89 - 101 |
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3 | 1 - 7 | MEASUREMENT | Area and surface area. | Be able to:
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Worked out examples on a chart. | Primary math pg 96 – 107 Understanding math pg 102 - 112 |
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4 | 1 - 7 | Revision and end month exams | ||||||
5 | 1 - 7 | MEASUREMENT | Surface area | Be able to:
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Boxes Cylinders |
Primary math pg 108 – 113
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6 | 1 - 7 | MEASUREMENT | Volume of cubes, cuboids, cylinders and triangular prisms. | Be able to:
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Coins Cylinders Boxes. |
Primary math pg 114 – 125 Understanding math pg 121 – 127 |
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7 | 1 - 7 | Revision and mid term exams | ||||||
8 | 1 - 7 | MEASUREMENT | Mass Money |
Be able to:
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Bills Weights. |
Primary math pg 128 – 139 Understanding math pg 128 - 144 |
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9 - 13 | Revisions and Preparations for End Term Exam | |||||||
14 | End Term 11 Exams and Closing |
TERM 3
WEEK | LESSON | TOPIC | SUB TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCES | REMARK |
1 | 1 - 7 | REVISION OF HOLIDAY HOMEWORK | ||||||
2 | 1 - 7 | POSTAL CHARGES | Postal charges. Money order Postal orders. telegram |
Be able to:
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3 | 1 - 7 | TIME, SPEED AND TEMPERATURE | Time Speed Distance Temperature |
Be able to
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4 | 1 - 7 | SPEED AND TEMPERATURE | Temperature in degrees Celsius |
Be able to :
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5-8 | Revisions, Class work and preparations for | |||||||
9 | End Term Exams End Term 3 Exam and closing |
Grade 5 Shughuli za Kiswahili - Grade 5 Schemes of Work Term 3 2023
GRADE FIVE KISWAHILI ACTIVITIES. SCHEMES OF WORK TERM 3 2023
Wk |
Lsn |
Strand/ Theme |
Sub strand |
Specific learning outcomes |
Key inquiry Questions |
Learning experiences |
Learning Resources |
Assessment methods |
Reflection |
1 |
1 |
NDEGE WA PORINI |
Kuandika insha:Insha za masimulizi |
Kufikia mwisho wa mada ndogo,mwanafunzi aweze,
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Kielelezo cha insha ya masimulizi |
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2 |
Sarufi |
Mnyambuliko waVitenzi: Kauli za kutendewa, kutendeka na kutendana |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi:
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Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango |
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3
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Mnyambuliko waVitenzi: Kauli za kutendewa, kutendeka na kutendana
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Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi:
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Tarakilishi/vip akatalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango
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4 |
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Mnyambuliko wa Vitenzi: Kauli za kutendewa, kutendeka na kutendana |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi:
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Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango |
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2 |
1 |
MAGON JWA |
Kusikiliza na Kuzungumza: Mazungumzo ya Kimuktadha: Mazungumzo katika miktadha rasmi |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi:
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Chati Michoro na picha Mgeni mwalikwa , video) Mti maneno Kapu maneno Vitabu mbalimbali |
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2 |
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Kusikiliza na Kuzungumza: Mazungumzo ya Kimuktadha: Mazungumzo katika miktadha rasmi |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Chati Michoro na picha Mgeni mwalikwa , video) Mti maneno Kapu maneno Vitabu mbalimbali |
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3 |
Kusoma |
Kusoma kwa Mapana: Matini |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi:
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Tarakilishi/vipak atalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi |
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4 |
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Kusoma kwa Mapana: Matini |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi:
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Tarakilishi/vipak atalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi |
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3 |
1 |
Kuandi ka |
Insha za Maelezo |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze,
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Mwanafunzi:
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Kielelezo cha insha ya maelezo |
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2 |
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Insha za Maelezo |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze,
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Kielelezo cha insha ya maelezo |
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3 |
Sarufi |
Vinyume: Vinyume vya Vitenzi |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi
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Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango |
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4 |
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Vinyume: Vinyume vya Vitenzi |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi
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Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango |
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4 |
1 |
KUDHIB ITI ITIKADI ZA KIDINI NA KIJAMII |
Kusikiliza na Kuzungumza: Tashbihi: Tashbihi za tabia |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi:
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Chati Michoro na picha Mgeni mwalikwa video Mti maneno Kapu maneno Vitabu mbalimbali |
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2 |
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Kusikiliza na Kuzungumza: Tashbihi: Tashbihi za tabia |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Chati Michoro na picha Mgeni mwalikwa video Mti maneno Kapu maneno Vitabu mbalimbali |
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3 |
Kusoma |
Kusoma Mapana: Matini ya Kidijitali |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi:
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Tarakilishi/vipak atalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi |
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4 |
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Kusoma Mapana: Matini ya Kidijitali |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Tarakilishi/vipak atalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi |
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5 |
1 |
Kuandi ka |
Aina za Insha: Insha ya masimulizi |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi:
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Kielelezo cha insha ya masimulizi |
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2 |
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Aina za Insha: Insha ya masimulizi |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Kielelezo cha insha ya masimulizi |
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3 |
Sarufi |
Nyakati na Hali
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Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi:
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Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango |
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4 |
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Nyakati na Hali
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Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Ashiriki na wenzake katika mazoezi ya kutumia hali ya mazoea (hu) na hali timilifu (me) katika sentensi na kuziandika daftarini au kupiga chapa kwenye tarakilishi/kipakatalishi
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Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango |
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6 |
1 |
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Nyakati na Hali
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Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Ashiriki na wenzake katika mazoezi ya kutumia hali ya mazoea (hu) na hali timilifu (me) katika sentensi na kuziandika daftarini au kupiga chapa kwenye tarakilishi/kipakatalishi
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Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango |
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2 |
UWEKE ZAJI |
Kusikiliza na Kuzungumza: Kutoa Masimulizi |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi:
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Chati Michoro na picha Mgeni mwalikwa video Mti maneno Kapu maneno Vitabu mbalimbali |
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3 |
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Kusikiliza na Kuzungumza: Kutoa Masimulizi |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Chati Michoro na picha Mgeni mwalikwa video Mti maneno Kapu maneno Vitabu mbalimbali |
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4 |
Kusoma |
Kusoma kwa Ufahamu: Kifungu cha hadithi |
Kufikia mwisho wa mada ndogo,mwanafunzi aweze:
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Mwanafunzi:
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Tarakilishi/vipak atalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi |
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7 |
1 |
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Kusoma kwa Ufahamu: Kifungu cha hadithi |
Kufikia mwisho wa mada ndogo,mwanafunzi aweze:
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Tarakilishi/vip akatalishi Kinasasauti Rununu projekta Kinasasa uti Rununu projekta Nakala ya shairikamusi |
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2
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Kuandi ka
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Kuandika Insha: Baruapepe
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Kufikia mwisho wa mada ndogo,mwanafunzi aweze:
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Mwanafunzi:
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Kielelezo chainsha ya baruapepe |
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3 |
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Kuandika Insha: Baruapepe |
Kufikia mwisho wa mada ndogo,mwanafunzi aweze:
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Kielelezo chainsha ya baruapepe |
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4 |
Sarufi |
Ukanushaji wa maneno na sentensi: Viambishi vya nafsi na wakati katika sentensi |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi:
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Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango |
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8 |
1 |
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Ukanushaji wa maneno na sentensi: Viambishi vya nafsi na wakati katika sentensi |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango |
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2 |
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Ukanushaji wa maneno na sentensi: Viambishi vya nafsi na wakati katika sentensi |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango |
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3 |
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Ukubwa na udogo wa nomino: Nomino zinazoanza kwa m- na zenye mzizi wa silabi mbili |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi:
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Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango |
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4 |
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Ukubwa na udogo wa nomino: Nomino zinazoanza kwa m- na zenye mzizi wa silabi mbili |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango |
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9 |
1 |
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Ukubwa na udogo wa nomino: Ukubwa na udogo wa nomino zinazoanza kwa herufi n |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi:
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Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango |
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2 |
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Ukubwa na udogo wa nomino: Ukubwa na udogo wa nomino zinazoanza kwa herufi n |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango |
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3-4 |
Marudio |
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10 |
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Mtihani |
Grade 5 Science and Technology Activities - Grade 5 Schemes of Work Term 3 2023
SUPER MINDS SCIENCE AND TECHNOLOGYACTIVITIES.
GRADE FIVE SCHEMES OF WORK TERM 3 2023
Wk |
Lsn |
Strand/ Theme |
Sub strand |
Specific learning outcomes |
Key inquiry Questions |
Learning experiences |
Learning Resources |
Assessment methods |
Refl |
1 |
1 |
COMPU TING DEVICE S |
Coding Creating Games using scratch |
By the end of the lesson, the learner should be able to;
|
|
Use scratch or any other simple programming simulation tool to generate some animated graphics. |
Computing devices, tablets. Desktops and laptops Super minds Scie. and Tech Learners Bk. Pg. 85-100 Super minds Scie. and Tech TG Pg. 78 |
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|
|
2 |
|
Coding Generating Animated Graphics |
By the end of the lesson, the learner should be able to;
|
|
Project : Use scratch or any other simple programming simulation tool to generate some animated graphics. |
Computing devices, tablets. Desktops and laptops Super minds Scie. and Tech Learners Bk. Pg. 101-104 Super minds Scie. and Tech TG Pg. 78-79 |
|
|
|
3 |
MATTE R |
Change of state of matter Effects if heating matter |
By the end of the lesson, the learner should be able to:
|
|
Learners to observe, record and discuss what happens to different solids when heated (Cooking fat or ice or candle wax, naphthalene (moth ball) |
Solids, liquids, cereals, Gases in ballons, charts, videos Super minds Scie. and Tech Learners Bk. Pg. 105-106 Super minds Scie. and Tech TG Pg. 82-84 |
|
|
|
4
|
|
Change of state of matter Effects if heating matter |
By the end of the lesson, the learner should be able to:
|
|
learners to observe, record and discuss what happens to different solids when heated (Cooking fat or ice or candle wax, naphthalene (moth ball) |
Solids, liquids, cereals, Gases in ballons, charts, videos Super minds Scie. and Tech Learners Bk. Pg. 105-106 Super minds Scie. and Tech TG Pg. 82-84 |
|
|
2 |
1 |
|
Change of state of matter Effects of cooling matter |
By the end of the lesson, the learner should be able to:
|
|
Learners to observe, record and discuss what happens to different liquids when heated (water) Learners to observe, record and discuss what happens to water vapour when it cools. Learners to observe, record and discuss what happens to liquids when cooled (cooling melted wax or melted fat) Learners to observe, record and discuss what happens when vapour from naphthalene (moth) balls is cooled. Learners to observe, record to access videos, observe and record what happens when matter is heated or cooled |
Solids, liquids, cereals, Gases in ballons, charts, videos Super minds Scie. and Tech Learners Bk. Pg. 107-109 Super minds Scie. and Tech TG Pg. 84-85 |
|
|
2 |
|
Change of state of matter Application of states of matter- WATER CYCLE |
By the end of the lesson, the learner should be able to:
|
|
Learners to discuss application of change of state of matter in everyday life in their locality ( drying grains and clothes, making ice cubes ) In groups learners are guided to discuss the water cycle In groups learners watch a video clip on the water cycle and record the different changes of state of matter involved. |
Solids, liquids, cereals, Gases in ballons, charts, videos Super minds Scie. and Tech Learners Bk. Pg. 110-113 Super minds Scie. and Tech TG Pg. 85-86 |
|
|
|
|
3
|
|
Change of state of matter Application of states of matter – WATER CYCLE |
By the end of the lesson, the learner should be able to:
|
|
Learners to discuss pplication of change of state of matter in everyday life in their locality ( drying grains and clothes, making ice cubes )
In groups learners are guided to discuss the water cycle learners watch a video clip on the water cycle and record the different changes of state of matter involved. |
Solids, liquids, cereals, Gases in ballons, charts, videos Super minds Scie. and Tech Learners Bk. Pg. 110-113 Super minds Scie. and Tech TG Pg. 85-86 |
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|
|
4 |
|
Change of state of matter Water cycle |
By the end of the lesson, the learner should be able to:
|
|
Learners to discuss application of change of state of matter in everyday life in their locality ( drying grains and clothes, making ice cubes ) In groups learners are guided to discuss the water cycle video clip on the water cycle and record the different changes of state of matter involved. |
Solids, liquids, cereals, Gases in ballons, charts, videos Super minds Scie. and Tech Learners Bk. Pg. 110-113 Super minds Scie. and Tech TG Pg. 85-86 |
|
|
3 |
1 |
|
Change of state of matter Making candles |
By the end of the lesson, the learner should be able to:
|
|
Project: Learners to make candles using candle wax or bee wax |
Solids, liquids, cereals, Gases in ballons, charts, videos Super minds Scie. and Tech Learners Bk. Pg. 113-114 Super minds Scie. and Tech TG Pg. 85-86 |
|
|
|
2 |
|
Change of state of matter Making candles |
By the end of the lesson, the learner should be able to:
|
|
Project: Learners to make candles using candle wax or bee wax |
Solids, liquids, cereals, Gases in ballons, charts, videos Super minds Scie. and Tech Learners Bk. Pg. 113-114 Super minds Scie. and Tech TG Pg. 85-86 |
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|
|
3 |
|
Acids and bases Identifying acids and bases |
By the end of the lesson, the learner should be able to:
|
|
In groups, learners are guided to use litmus paper to identify acids and bases (lemon juice, wood ash solution) In groups, learners are guided to observe safety precautions when handling acids and bases |
acidic substances, basic, charts, videos, water Super minds Scie. and Tech Learners Bk. Pg. 115-116 Super minds Scie. and Tech TG Pg. 90-91 |
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|
4 |
|
Acids and bases commonly used substances as acids and bases |
By the end of the lesson, the learner should be able to:
|
|
In groups, learners are guided to use litmus paper to identify acids and bases (lemon juice, wood ash solution) In groups, learners are guided to carry out activities to classify commonly used substances as acids and bases using litmus papers (lemon juice, orange juice, grape juice, bar soap, wood ash, baking powder, anti-acid tablets, sour milk) |
acidic substances, basic, charts, videos, water Super minds Scie. and Tech Learners Bk. Pg. 115-116 Super minds Scie. and Tech TG Pg. 90-91 |
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|
4 |
1 |
|
Acids and bases Using litmus paper to classify commonly used substances as acids and bases |
By the end of the lesson, the learner should be able to:
|
|
In groups, learners are guided to use litmus paper to identify acids and bases (lemon juice, wood ash solution) In groups, learners are guided to carry out activities to classify commonly used substances as acids and bases using litmus papers (lemon juice, orange juice, grape juice, bar soap, wood ash, baking powder, anti-acid tablets, sour milk) |
acidic substances, basic, charts, videos, water Super minds Scie. and Tech Learners Bk. Pg. 115-116 Super minds Scie. and Tech TG Pg. 90-91 |
|
|
|
2
|
|
Acids and bases Physical properties of acids and bases |
By the end of the lesson, the learner should be able to:
|
|
In groups learners to be guided to watch videos on the physical properties of acids and bases In groups, learners are guided to discuss physical properties of acids and bases In groups, learners are guided to observe safety precautions when handling acids and bases |
acidic substances, basic, charts, videos, water Super minds Scie. and Tech Learners Bk. Pg. 119 Super minds Scie. and Tech TG Pg. 92-93 |
|
|
|
3 |
|
Acids and bases Physical properties of acids and bases |
By the end of the lesson, the learner should be able to:
|
|
In groups learners to be guided to watch videos on the physical properties of acids and bases In groups learners are guided to discuss physical properties of acids and bases In groups learners are guided to observe safety precautions when handling acids and bases |
acidic substances, basic, charts, videos, water Super minds Scie. and Tech Learners Bk. Pg. 119 Super minds Scie. and Tech TG Pg. 92-93 |
|
|
|
4 |
|
Acids and bases Importance of Acids and bases – uses of acids and bases |
By the end of the lesson, the learner should be able to:
|
|
In groups learners are guided to discuss the uses of acids and bases In groups learners are guided to observe safety precautions when handling acids and bases |
acidic substances, basic, charts, videos, water Super minds Scie. and Tech Learners Bk. Pg. 120-121 Super minds Scie. and Tech TG Pg. 93 |
|
|
5
|
1 |
FORCE AND ENERG Y |
Gravity Meaning of Gravity |
By the end of the lesson, the learner should be able to:
|
|
In groups, learners to: Demonstrate the effect of gravity on objects (throwing a ball up, stones raised and released to fall, books tipped to fall from the table.). learners are guided to define the term gravity. In groups learners to use digital devices to observe and record the effect of gravity on objects |
real objects, see-saw, pictures, charts, videos, safety boots Super minds Scie. and Tech Learners Bk. Pg. 123 Super minds Scie. and Tech TG Pg. 95-96 |
|
|
|
2 |
|
Gravity Effects of gravity on an object |
By the end of the lesson, the learner should be able to:
|
|
In groups, learners to demonstrate the effect of gravity on objects (throwing a ball up, stones raised and released to fall, books tipped to fall from the table.). In groups learners are guided to define the term gravity. learners to use digital devices to observe and record the effect of gravity on objects |
real objects, see-saw, pictures, charts, videos, safety boots Super minds Scie. and Tech Learners Bk. Pg. 124-125 Super minds Scie. and Tech TG Pg. 96 |
|
|
|
3 |
|
Gravity Effects of gravity on an object |
By the end of the lesson, the learner should be able to:
|
|
In groups, learners to demonstrate the effect of gravity on objects (throwing a ball up, stones raised and released to fall, books tipped to fall from the table.). Learners are guided to define the term gravity. learners to use digital devices to observe and record the effect of gravity on objects |
real objects, see-saw, pictures, charts, videos, safety boots Super minds Scie. and Tech Learners Bk. Pg. 124-125 Super minds Scie. and Tech TG Pg. 96 |
|
|
|
4 |
|
Gravity Effects of gravity on an object |
By the end of the lesson, the learner should be able to:
|
|
In groups, learners are guided to discuss the application of gravity In groups learners to use digital devices to observe and record the effect of gravity on objects |
real objects, see-saw, pictures, charts, videos, safety boots Super minds Scie. and Tech Learners Bk. Pg. 124-125 Super minds Scie. and Tech TG Pg. 96 |
|
|
6 |
1 |
|
Gravity Application of gravity |
By the end of the lesson, the learner should be able to:
|
|
In groups learners are guided to discuss the application of gravity In groups learners to use digital devices to observe and record the effect of gravity on objects |
real objects, see-saw, pictures, charts, videos, safety boots Super minds Scie. and Tech Learners Bk. Pg. 125-126 Super minds Scie. and Tech TG Pg. 97 |
|
|
|
2 |
|
Gravity Application of effects of gravity |
By the end of the lesson, the learner should be able to:
|
|
In groups learners are guided to discuss the application of gravity Learners to use digital devices to observe and record the effect of gravity on objects |
real objects, see-saw, pictures, charts, videos, safety boots Super minds Scie. and Tech Learners Bk. Pg. 125-126 Super minds Scie. and Tech TG Pg. 97 |
|
|
|
3 |
|
Sound energy Producing sounds |
By the end of the lesson, the learner should be able to:
|
|
Learners to produce sounds using different objects in their locality (Examples: bells, drum, plucking a ruler, plucking strings). Learners to identify areas with loud sound in their locality. |
Pictures, realia Super minds Scie. and Tech Learners Bk. Pg. 127 Super minds Scie. and Tech TG Pg. 98-99 |
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|
|
4 |
|
Sound energy loud and soft |
By the end of the lesson, the learner should be able to:
|
|
Learners to discuss and classify the sounds produced as loud and soft sound |
Pictures, realia Super minds Scie. and Tech Learners Bk. Pg. 128 Super minds Scie. and Tech TG Pg. 99-100 |
|
|
7 |
1 |
|
Sound energy Identifying areas with loud sounds |
By the end of the lesson, the learner should be able to:
|
|
Learners to be guided to discuss the meaning of the term sound pollution. learners to take precautionary measures to protect self from loud sound ( turn down loud music, using hearing protection, avoid areas with loud sound, sound proof walls |
Pictures, realia Super minds Scie. and Tech Learners Bk. Pg. 129-130 Super minds Scie. and Tech TG Pg. 100 |
|
|
|
2 |
|
Sound energy Effects of sound pollution |
By the end of the lesson, the learner should be able to:
|
|
In groups, learners to discuss effects of sound pollution on health and behaviors of human being (hearing loss, lack of concentration, irritability, sleep disturbances, interference with communication ) |
Pictures, realia Super minds Scie. and Tech Learners Bk. Pg. 130-132 Super minds Scie. and Tech TG Pg. 100- 101 |
|
|
|
3 |
|
Sound energy: Making sound cone sound amplifier or ear muffs |
By the end of the lesson, the learner should be able to:
|
|
Project: Learners to make sound cone sound amplifier or ear muffs from locally available materials |
Pictures, realia Super minds Scie. and Tech Learners Bk. Pg. 132-133 Super minds Scie. and Tech TG Pg. 101 |
|
|
|
4 |
|
Sound energy: Making sound cone sound amplifier or ear muffs |
By the end of the lesson, the learner should be able to:
|
|
Project: Learners to make sound cone sound amplifier or ear muffs from locally available materials |
Pictures, realia Super minds Scie. and Tech Learners Bk. Pg. 132-133 Super minds Scie. and Tech TG Pg. 101 |
|
|
8 |
1 |
|
Heat transfer Transfer of heat in liquids and Gases |
By the end of the lesson, the learner should be able to:
|
|
Learners to perform experiment to demonstrate convection in liquids and gases and record the observation In groups learners are guided to find the meaning of convection. In groups learners discuss the application convection in day to day life. |
Pictures, realia, videos, digital devices Super minds Scie. and Tech Learners Bk. Pg. 134-135 Super minds Scie. and Tech TG Pg. 104- 105 |
|
|
|
2 |
|
Transfer of heat in liquids and Gases |
By the end of the lesson, the learner should be able to:
|
|
Learners to perform experiment to demonstrate convection in liquids and gases and record the observation In groups learners are guided to find the meaning of convection. In groups learners discuss the application convection in day to day life. |
Pictures, realia, videos, digital devices Super minds Scie. and Tech Learners Bk. Pg. 134-135 Super minds Scie. and Tech TG Pg. 104- 105 |
|
|
|
3 |
|
Heat transfer Application of convection in daily life |
By the end of the lesson, the learner should be able to:
|
|
Learners to perform experiment to demonstrate convection in liquids and gases and record the observation In groups learners discuss the application convection in day to day life. |
Pictures, realia, videos, digital devices Super minds Scie. and Tech Learners Bk. Pg. 137-138 Super minds Scie. and Tech TG Pg. 105 |
|
|
|
4 |
|
Heat transfer Transfer of Heat by Radiation |
By the end of the lesson, the learner should be able to:
|
|
Learners to perform experiment to demonstrate radiation and record the observation. In groups learners are guided to find the meaning of radiation In groups learners discuss the applications of radiation in day to day life. |
Pictures, realia, videos, digital devices Super minds Scie. and Tech Learners Bk. Pg. 138-139 Super minds Scie. and Tech TG Pg. 105- 106 |
|
|
9 |
1 |
|
Heat transfer through radiation |
By the end of the lesson, the learner should be able to:
|
|
Learners to perform experiment to demonstrate radiation and record the observation In groups learners are guided to find the meaning of radiation In groups learners discuss the applications of radiation in day to day life. |
Pictures, realia, videos, digital devices Super minds Scie. and Tech Learners Bk. Pg. 138-139 Super minds Scie. and Tech TG Pg. 105- 106 |
|
|
|
2 |
|
Heat transfer through radiation |
By the end of the lesson, the learner should be able to:
|
|
Learners to perform experiment to demonstrate radiation and record the observation In groups learners are guided to find the meaning of radiation In groups learners discuss the applications of radiation in day to day life. |
Pictures, realia, videos, digital devices Super minds Scie. and Tech Learners Bk. Pg. 138-139 Super minds Scie. and Tech TG Pg. 105- 106 |
|
|
|
3 |
|
Application of radiation in real life |
By the end of the lesson, the learner should be able to:
|
|
Project: make improvised solar heater. |
Pictures, realia, videos, digital devices Super minds Scie. and Tech Learners Bk. Pg. 138-139 Super minds Scie. and Tech TG Pg. 105- 106 |
|
|
|
4 |
|
Making and Improvised Sola Heater |
By the end of the lesson, the learner should be able to:
|
|
Project: make improvised solar heater. |
Pictures, realia, videos, digital devices Super minds Scie. and Tech Learners Bk. Pg. 140-141 Super minds Scie. and Tech TG Pg. 105- 106 |
|
|
10 |
1 |
EARTH AND SPACE |
Moon Observing different phases of the moon |
By the end of the lesson, the learner should be able to:
|
|
Learners are guided to Observe and record the different phases of the moon. Learners to use visual aids and digital devices to observe the different phases of the moon. visual aids to identify different phases of the moon. rents learners are observe and record different phases of the moon. Learners to mount and display different phases of the moon based on their observation for other to see. |
Visual aids, Pictures, Realia, Digital devices Super minds Scie. and Tech Learners Bk. Pg. 142 Super minds Scie. and Tech TG Pg. 109- 110 |
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|
|
2 |
|
Moon Identifying different Phases of the moon |
By the end of the lesson, the learner should be able to:
|
|
Learners are guided to observe and record the different phases of the moon. Learners to use and digital devices to observe the different phases of the moon. Learners to use visual aids to identify different phases of the moon. With guidance of the parents learners are observe and record different phases of the moon. Learners to mount and display different phases of the moon based on their observation for other to see. |
Visual aids, Pictures, Realia, Digital devices Super minds Scie. and Tech Learners Bk. Pg. 142 Super minds Scie. and Tech TG Pg. 109- 110. |
|
|
|
3 |
|
Moon Identifying different Phases of the moon |
By the end of the lesson, the learner should be able to:
|
|
Learners are guided to observe and record the different phases of the moon. learners to use visual aids and digital devices to observe the different phases of the moon. Learners to visual aids to identify different phases of the moon. With guidance of parents learners are observe and record different phases of the moon. Learners to mount and display different phases of the moon based on their observation for other to see. |
Visual aids, Pictures, Realia, Digital devices Super minds Scie. and Tech Learners Bk. Pg. 142 Super minds Scie. and Tech TG Pg. 109- 110 |
|
|
|
4 |
|
Moon Recording Different phases of the moon |
By the end of the lesson, the learner should be able to:
|
|
Learners are guided to observe and record the different phases of the moon. Learners to use visual aids and digital devices to observe the different phases of the moon. With guidance of the parent identify different phases of the moon. Learners to mount and differents learners are observe and record different phases of the moon. Learners to mount and display different phases of the moon based on their observation for other to see. |
Visual aids, Pictures, Realia, Digital devices Super minds Scie. and Tech Learners Bk. Pg. 144-145 Super minds Scie. and Tech TG Pg. 110- 111
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English NPPE- Class 8 Schemes of Work Term 1 2023
ENGLISH SCHEMES OF WORK FOR CLASS EIGHT TERM ONE - 2022
WK |
LES |
THEME |
TOPIC/SUB-TOPIC |
OBJECTIVE |
LERNING ACTIVITIES |
T/L AIDS |
REFERENCE |
REMARKS |
1 |
- |
General |
Revisions |
By the end of the lesson the learner should be able to recall content covered in previous class in preparation for std. eight work. |
|
|
Marking schemes for past exams |
|
2 |
1 |
SOCIAL VALUES |
ORAL WORK |
By the end of the lesson the learner should be able to:--use the given sentence pattern correctly in constructing sentences. |
|
|
NPPE Pupil’s Book 8:OUP. |
|
2 |
‘’ |
ORAL WORK |
By the end of the lesson the learner should be able : -Acquire vocabulary related to social values and use them appropriately |
|
|
Ppls bk 8 |
|
|
3 |
‘’ |
READING |
By the end of the lesson the learner should be able to read materials on social values and answer oral/written comprehension questions |
|
|
Ppls bk 8 |
|
|
4 |
‘’ |
WRITING |
By the end of the lesson the learner should be able to give correct written answers to the exercise to reinforce language pattern learnt |
|
|
Ppls bk 8 |
|
|
5 |
‘’ |
WRITING |
By the end of the lesson the learner should be able to give correct written answers to the grammar exercise. |
Writing |
Exercise in pupils text book. |
Ppls bk 8 |
|
|
6 |
‘’ |
WRITING |
By the end of the lesson the learner should be able to write a guided composition social values in a neat and legible handwriting. |
|
Exercise in pupils tex book. |
Ppls bk 8 |
|
|
7 |
‘’ |
SUPPORT ACTIVITY -Grammar |
By the end of the lesson the learner should be able to use question tags in the grammar exercise correctly |
|
Chalkboard |
Ppls bk 8 |
|
|
3 |
1 |
CAREERS |
ORAL WORK |
By the end of the lesson the learner should be able to listen to and respond to more advanced discussions and passages |
|
|
NPPE Pupil’s Book 8: OUP. |
|
2 |
‘’ |
ORAL WORK |
By the end of the lesson the learner should be able acquire further vocabulary relating to careers and use them appropriately |
|
‘’ |
Ppls bk 8 |
|
|
3 |
‘’ |
READING |
By the end of the lesson the learner should be able to read the given passage on careers and answer oral and written comprehension questions. |
|
|
Ppls bk 8 |
|
|
4 |
‘’ |
WRITING |
By the end of the lesson the learner should be able to express himself/herself in written exercise that require critical thinking |
|
|
Ppls bk 8 |
|
|
5 |
‘’ |
WRITING |
By the end of the lesson the learner should be able to identify and use the present and continuous tense and simple present tense. |
Writing |
Exercise in pupils text book. |
Ppls bk 8 |
|
|
6 |
‘’ |
WRITING |
By the end of the lesson the learner should be able to write a guided autobiography. |
|
Exercise in pupils text book. |
Ppls bk 8 |
|
|
7 |
‘’ |
SUPPORT ACTIVITY |
By the end of the lesson the learner should be able to read the story in the “Fun spot” fluently and accurate for pleasure |
|
|
Ppls bk 8 |
|
|
4 |
1 |
DRUG AND DRUG ABUSE |
ORAL WORK |
By the end of the lesson the learner should be able to -use sentence structures correctly |
|
|
NPPE Pupil’s Book 8: OUP. |
|
2 |
‘’ |
ORAL WORK |
By the end of the lesson the learner should be able to construct at least three correct sentences using given vocabulary; |
Explain meaning of words
|
Sentence cards |
Ppls bk 8 |
|
|
3 |
‘’ |
READING -Reading |
By the end of the lesson the learner should be able to read the given passage and demonstrate comprehension ability by answering oral and written questions. |
Reading
|
|
Ppls bk 8 |
|
|
4 |
‘’ |
WRITING |
By the end of the lesson the learner should be able to give correct written answers to the exercise to reinforce language pattern learnt. |
|
|
Ppls bk 8 |
|
|
5 |
‘’ |
WRITING |
By the end of the lesson the learner should be able to give correct written answers to the exercise. |
Explain meaning of words
|
Exercise in pupils text book. |
Ppls bk 8 |
|
|
6 |
‘’ |
WRITING |
By the end of the lesson the learner should be able to write guided composition on drug and drug abuse |
|
Exercise in pupils text book. |
‘’ Pg.21 |
|
|
7 |
‘’ |
SUPPORT ACTIVITY |
By the end of the lesson the learner should be able to give facts (points) in a discussion on drug and drug abuse |
|
Chalkboard
|
Ppls bk 8 |
|
|
5 |
1 |
LIFE SKILLS |
ORAL WORK |
By the end of the lesson the learner should be able to -Discuss life skills using accurate sentence structures |
|
|
NPPE Pupil’s Book 8: OUP. |
|
2 |
‘’ |
ORAL WORK |
By the end of the lesson the learner should be able to discuss life skills using accurate vocabulary. |
|
Constructing sentences using given vocabulary |
Ppls bk 8 |
|
|
3 |
‘’ |
READING |
By the end of the lesson the learner should be able to read the passage and answer oral and written comprehension questions. |
|
|
Ppls bk 8 |
|
|
4 |
‘’ |
WRITING Written exercise |
By the end of the lesson the learner should be able to give correct written answers to the exercise. |
|
|
Ppls bk 8 |
|
|
5 |
‘’ |
WRITING |
By the end of the lesson the learner should be able to give correct written answers to the grammar exercise. |
Answering written exercise |
Exercise in pupils text book. |
Ppls bk 8 |
|
|
6 |
‘’ |
WRITING |
By the end of the lesson the learner should be able to write a guided composition on life skills in a neat and legible handwriting. |
|
Exercise in pupils text book. |
Ppls bk 8 |
|
|
7 |
‘’ |
SUPPORT ACTIVITY |
By the end of the lesson the learner should be able to use with and without ‘to’ appropriately |
|
|
Ppls bk 8 |
|
|
6 |
1 |
CHILD LABOUR |
ORAL WORK |
By the end of the lesson the learner should be able to Listen to -Talk about basic child labour messages using correct sentence structures |
|
|
NPPE Pupil’s Book 8: OUP. |
|
2 |
‘’ |
ORAL WORK |
By the end of the lesson the learner should -Talk about basic child labour messages using correct vocabulary |
|
Constructing sentences using given vocabulary |
Ppls bk 8 |
|
|
3 |
‘’ |
READING |
By the end of the lesson the learner should be able to read materials with child labour messages and demonstrate ability to make critical judgment through identifying the evils of child labour orally and in writing |
|
|
Ppls bk 8 |
|
|
4 |
‘’ |
WRITING |
By the end of the lesson the learner should be able to give correct written answers to the exercise to reinforce language pattern learnt . |
writing |
|
Ppls bk 8 |
|
|
5 |
‘’ |
WRITING Grammar |
By the end of the lesson the learner should be able to give correct written answers to the grammar exercise. |
writing |
chalkboard |
Ppls bk 8 |
|
|
6 |
‘’ |
WRITING |
By the end of the lesson the learner should be able to write a formal letter in a neat and legible handwriting. |
|
chalkboard |
Ppls bk 8 |
|
|
7 |
‘’ |
SUPPORT ACTIVITY |
By the end of the lesson the learner should be able to read the story in the “Fun spot” for pleasure and other selected reading materials for pleasure. |
|
|
Ppls bk 8 |
|
|
7 |
HALF TERM |
|
||||||
8 |
1 |
REGIONAL COOPERATION |
ORAL WORK |
By the end of the lesson the learner should be able to:-Construct at least three correct sentences using language pattern; |
|
|
NPPE Pupil’s Book 8: OUP. |
|
2 |
‘’ |
ORAL WORK |
By the end of the lesson the learner should be able to construct at least three correct sentences using vocabulary; |
|
Constructing sentences using given vocabulary |
Ppls bk 8 |
|
|
3 |
‘’ |
READING |
By the end of the lesson the learner should be able to read the passage fluently and answer the comprehension questions. |
|
|
Ppls bk 8 |
|
|
4 |
‘’ |
WRITING |
By the end of the lesson the learner should be able to give correct written answers to the exercise to reinforce language pattern. |
|
|
Ppls bk 8 |
|
|
5 |
‘’ |
WRITING -Written exercise Grammar |
By the end of the lesson the learner should be able to give correct written answers to the grammar exercise. |
|
Exercise in pupils text book. |
Ppls bk 8 |
|
|
6 |
‘’ |
WRITING Continuous writing
|
By the end of the lesson the learner should be able to follow the guidelines and write a topical composition in a neat and legible handwriting. |
|
Exercise in pupils text book. |
Ppls bk 8 |
|
|
7 |
‘’ |
SUPPORT ACTIVITY |
By the end of the lesson the learner should be able to recite poem and participate in a discussion related to East African Cooperation |
|
|
Ppls bk 8 |
|
|
9 |
1 |
COMMERCE AND TRADE |
ORAL WORK |
By the end of the lesson the learner should be able to construct at least three correct sentences using language pattern;
|
|
|
NPPE Pupil’s Book 8: OUP. |
|
2 |
‘’ |
ORAL WORK |
By the end of the lesson the learner should be able to construct at least three correct sentences using vocabulary relating to commerce and industry |
|
Constructing sentences using given vocabulary |
Ppls bk 8 |
|
|
3 |
‘’ |
READING |
By the end of the lesson the learner should be able to read the given passage fluently and answer comprehension questions. |
|
|
Ppls bk 8 |
|
|
4 |
‘’ |
WRITING |
By the end of the lesson the learner should be able to identify and use present and simple tense
|
|
|
Ppls bk 8 |
|
|
5 |
‘’ |
WRITING
|
By the end of the lesson the learner should be able to identify and use regular and irregular verbs in a sentence |
writing |
Exercise in pupils text book. |
Ppls bk 8 |
|
|
6
|
‘’ |
WRITING |
By the end of the lesson the learner should be able to fill in a form in a sample form correctly. |
|
Exercise in pupils text book. |
Ppls bk 8 |
|
|
7 |
‘’ |
SUPPORT ACTIVITY |
By the end of the lesson the learner should be able to read the story in the “Fun spot” and other selected materials fluently for pleasure. |
|
|
Ppls bk 8 |
|
|
10 |
1 |
COMMERCE AND TRADE |
ORAL WORK |
By the end of the lesson the learner should be able to construct at least three correct sentences using language pattern |
|
|
NPPE Pupil’s Book 8: OUP. |
|
2 |
‘’ |
ORAL WORK |
By the end of the lesson the learner should be able to construct at least three correct sentences using vocabulary relating to commerce and trade |
|
Illustrations on the chalk board |
Ppls bk 8 |
|
|
3 |
‘’ |
READING |
By the end of the lesson the learner should be able to read the given passage fluently and accurately and answer the comprehension questions. |
|
Pictures in the Pupil’s Book -Sentence cards -Dictionary |
‘’ |
|
|
4 |
‘’ |
WRITING |
By the end of the lesson the learner should be able to give correct written answers to the exercise to reinforce language pattern learnt. |
|
|
‘’ |
|
|
5 |
‘’ |
WRITING Grammar |
By the end of the lesson the learner should be able to give correct written answers to the grammar exercise. |
Written given exercise |
Exercise in pupils text book. |
‘’ Pg.50-53 |
|
|
6 |
‘’ |
WRITING |
By the end of the lesson the learner should be able to write an imaginative composition in a neat and legible handwriting. |
|
Exercise in pupils text book. |
‘’ Pg.53 |
|
|
7 |
‘’ |
SUPPORT ACTIVITY |
By the end of the lesson the learner should be able to read the story in the “Fun spot” for pleasure and enjoyment. |
|
|
‘’ Pg.53 |
|
|
11 |
1 |
CLUBS AND SOCIETIES |
ORAL WORK |
By the end of the lesson the learner should be able to-Listen and respond to sentence structure appropriately |
|
|
NPPE Pupil’s Book 8: OUP. |
|
2 |
‘’ |
ORAL WORK |
By the end of the lesson the learner should be able to construct at least three correct sentences using vocabulary relating to clubs and societies. |
|
|
‘’ |
|
|
3 |
‘’ |
READING |
By the end of the lesson the learner should be able to read the given passage fluently and answer the comprehension questions. |
|
|
‘’ |
|
|
4 |
‘’ |
WRITING |
By the end of the lesson the learner should be able to give correct written answers to the exercise. |
|
|
‘’ |
|
|
5 |
‘’ |
WRITING
|
By the end of the lesson the learner should be able to give correct written answers to the exercise to reinforce language pattern. |
writing |
Exercise in pupils text book. |
‘’ |
|
|
6 |
‘’ |
WRITING |
By the end of the lesson the learner should be able to write a given composition in a neat and legible handwriting. |
|
‘’ |
‘’Pg.63 |
|
|
7 |
‘’ |
SUPPORT ACTIVITY |
By the end of the lesson the learner should be able to read the story in the “Fun spot” fluently and accurately for comprehension and enjoyment. |
|
|
‘’ |
|
|
12 |
1 |
CLUBS AND SOCIETIES |
ORAL WORK |
By the end of the lesson the learner should be able to construct at least three correct sentences using language pattern; |
|
|
NPPE Pupil’s Book 8: OUP. |
|
2 |
‘’ |
ORAL WORK |
By the end of the lesson the learner should be able to construct at least three correct sentences using given vocabulary; |
|
Constructing sentences using given vocabulary |
‘’ |
|
|
3 |
‘’ |
READING |
By the end of the lesson the learner should be able to read the given passage fluently and accurately and answer the comprehension questions. |
|
|
‘’ |
|
|
4 |
‘’ |
WRITING |
By the end of the lesson the learner should be able to give correct written answers to the exercise to reinforce language pattern |
|
|
‘’ Pg.66-68 |
|
|
5 |
‘’ |
WRITING
|
By the end of the lesson the learner should be able to give correct written answers to the grammar exercise. |
Writing given exercise |
Exercise in pupils text book. |
‘’ Pg.66-68 |
|
|
6 |
‘’ |
WRITING |
By the end of the lesson the learner should be able to write a composition of own choice in a neat and legible handwriting. |
|
chalkboard |
‘’ Pg.68-69 |
|
|
7 |
‘’ |
SUPPORT ACTIVITY |
By the end of the lesson the learner should be able to read the story book in the “Fun spot” fluently and accurately for comprehension and enjoyment |
|
|
‘’ Pg.68-69 |
|
|
13 |
GENERAL REVISIONS & END TERM EXAMS |
|
|
|||||
14 |
END TERM ONE EXAMS MARKING,COMPILING, ANALYSING AND RECORDING EXAM RESULTS |
|||||||
Class 8 Primary Mathematics - Class 8 Schemes of Work Term 2 2023
WEEK | LESSON | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
1 | Topics covered in first term | Revisions | By the end of the lesson the learner should be able to recall content covered in previous term in preparation for term two work . | Asking and answering questions. Tests and quizzes |
Past exam papers | Marking schemes for past exams | ||
2 |
1 | MEASUREMENT |
Percentage Profit and loss | By the end of the lesson the learner should be able to work out problems involving percentage profit and loss. |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 134 | |
2 | Percentage Profit and loss | By the end of the lesson the learner should be able to work out problems involving percentage profit and loss. |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 136 | |||
3 | Bills | By the end of the lesson the learner should be able to work out problems involving bills. |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 137 | |||
4 | Bills | By the end of the lesson the learner should be able to work out problems involving bills. |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 139 | |||
5 | Discount | By the end of the lesson the learner should be able to work out problems involving discount |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 140 | |||
6 | Percentage discount | By the end of the lesson the learner should be able to work out problems involving percentage discount |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 141 | |||
7 | Commission and percentage | By the end of the lesson the learner should be able to work out problems involving |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 142 | |||
3 |
1 | MEASUREMENT |
Hire purchase | By the end of the lesson the learner should be able to work out problems involving hire purchase |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 144 | |
2 | Simple interest | By the end of the lesson the learner should be able to work out problems involving simple interest |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 146 | |||
3 | Simple interest | By the end of the lesson the learner should be able to work out problems involving simple interest |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 148 | |||
4 | Compound interest | By the end of the lesson the learner should be able to work out problems involving compound interest using simple interest per unit time. |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 152 | |||
5 | MEASUREMENT |
Postal charges | By the end of the lesson the learner should be able to work out problems involving postal charges(inland) |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 155 | ||
6 | Postal charges | By the end of the lesson the learner should be able to work out problems involving postal charges(International) |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 158 | |||
7 | Postal charges | By the end of the lesson the learner should be able to work out problems involving postal charges(parcels) |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 162 | |||
4 | 1 | MEASUREMENT | Postal charges | By the end of the lesson the learner should be able to work out problems involving postal charges(money orders) |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 164 | |
2 | Postal charges | By the end of the lesson the learner should be able to work out problems involving postal charges(Postal orders) |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 166 | |||
3 | Postal charges |
By the end of the lesson the learner should be able to work out problems involving postal charges(Inland telegrams
|
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 168 | |||
4 | TIME, SPEED AND TEMPERATURE | Time | By the end of the lesson the learner should be able to work out problems involving time. |
|
Clock face Examples in pupils text book |
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 171 | ||
5 | Time | By the end of the lesson the learner should be able to work out problems involving time. |
|
Illustrations on chalkboard | Ppls bk. pg. 172 | |||
6 | Fares tables | By the end of the lesson the learner should be able to work out problems involving fares. |
|
Illustrations on chalkboard | Ppls bk. pg. 173 | |||
7 | Bus time table | By the end of the lesson the learner should be able to work out problems involving bus timetables |
|
Illustrations on chalkboard | Ppls bk. pg. 174 | |||
5 | 1 | Train timetable | By the end of the lesson the learner should be able to work out problems involving train timetables |
|
Timetables in ppls text bk | Ppls bk. pg. 175 | ||
2 | Plane timetables | By the end of the lesson the learner should be able to work out problems involving plane timetables |
|
Timetables in ppls text bk | Ppls bk. pg. 177 | |||
3 | Speed: Conversion of km/h to m/s | By the end of the lesson the learner should be able to convert km/h to m/s |
|
Chart showing conversions | Ppls bk. pg.178 | |||
4 | TIME, SPEED AND TEMPERATURE | Conversion of km/h to m/s | By the end of the lesson the learner should be able to convert m/s to km/h |
|
|
Ppls bk. pg.180 | ||
5 | Speed, time and distance | By the end of the lesson the learner should be able to work out problems involving speed, time and distance. | Working out exercises |
|
Ppls bk. pg.181 | |||
6 | Speed, time and distance | By the end of the lesson the learner should be able to work out problems involving speed, time and distance. | Working out exercises |
|
Ppls bk. pg.183 | |||
7 | Temperature | By the end of the lesson the learner should be able to work out problems involving temperature | Working out exercises |
|
Ppls bk. pg.184 | |||
6 | 1 | SCALE DRAWING | Reading and interpreting diagrams drawn to scale | By the end of the lesson the learner should be able to read and interpret diagrams drawn to scale. | Reading and interpreting diagrams drawn to scale | Diagrams and illustration on chalkboard Local environment |
Ppls bk. pg.186 | |
2 | '' | '' | By the end of the lesson the learner should be able to work out problems involving scale. |
|
'' | Ppls bk. pg.187 | ||
3 | '' | Determining and making scale drawing | By the end of the lesson the learner should be able to determine and make scale drawings. |
|
Examples in pupils text bk. chalkboard |
Pimary maths ppls bk. 8 pg. 191 | ||
4 |
''
|
By the end of the lesson the learner should be able to draw diagrams using given scale. |
|
'' | ppls bk. pg. 192 | |||
5 | Exercises involving scale drawing | By the end of the lesson the learner should be able to work out problems involving scale drawing. |
|
'' | ppls bk. pg. 192 | |||
6 | '' | By the end of the lesson the learner should be able to work out problems involving scale drawing. | Working out exercises | Chalkboard | ppls bk. pg. 186 | |||
7 | TEST | '' | By the end of the lesson the learner should be able to work out given revision exercise to reinforce covered content | Working out exercises | Chalkboard | ppls bk. pg. 186 | ||
7 | 1 | RATION AND PROPORTION | Ratio | By the end of the lesson the learner should be able to work out problems involving ratio. |
|
Examples in pupils text book Chalkboard |
ppls bk. pg. 194 | |
2 | '' | Ratio | By the end of the lesson the learner should be able to work out problems involving ratio. | Working out exercises | Examples in pupils text book | ppls bk. pg. 195 | ||
3 | '' | Ratio | By the end of the lesson the learner should be able to work out problems involving ratio. | Working out exercises | Chalkboard | ppls bk. pg. 196 | ||
4 | '' | Ratio increasing and decreasing | By the end of the lesson the learner should be able to work out problems involving ratio increase and decrease | Working out exercises | Examples in pupils text book | ppls bk. pg. 199 | ||
5 | '' | Direct proportion | By the end of the lesson the learner should be able to work out problems involving simple direct proportion |
|
" | ppls bk. pg. 201 | ||
6 | " | Direct proportion | By the end of the lesson the learner should be able to work out problems involving simple direct proportion |
|
Examples in pupils text book Cghalkboard |
Pimary maths ppls bk. 8 pg. 203 | ||
7 | " | Indirect proportion | By the end of the lesson the learner should be able to work out problems involving indirect proportion |
|
Examples in pupils text book | ppls bk. pg. 204 | ||
8 | 1 | RATION AND PROPORTION | Indirect proportion | By the end of the lesson the learner should be able to work out problems involving simple indirect proportion. |
|
Chalkboard | ppls bk. pg. 204 | |
2 | Direct rroportion | By the end of the lesson the learner should be able to work out problems involving direct proportion. |
|
Examples in pupils text book | ppls bk. pg. 205 | |||
3 | Ratio and proportion mixed exercises | By the end of the lesson the learner should be able to work out problems involving mixed exercises |
|
Chalkboard | ppls bk. pg. 205 | |||
4 | Averages (i) Mean |
By the end of the lesson the learner should be able to work out problems involving mean |
|
Examples in pupils text book Chalkboard |
ppls bk. pg. 207 | |||
5 | (ii) The mode | By the end of the lesson the learner should be able to work out problems involving mode |
|
" | ppls bk. pg. 208 | |||
6 | (iii) The median | By the end of the lesson the learner should be able to work out problems involving median | Working out exercises | " | ppls bk. pg. 209 | |||
7 | TABLES AND GRAPHS | (iii) The median | By the end of the lesson the learner should be able to work out problems involving median |
|
|
Primary maths ppls bk. 8 Pg 210 | ||
9 | 1 | " | Reading and interpreting information from tables | By the end of the lesson the learner should be able to read, draw and interpret information given in tables | Working out exercises |
|
ppls bk. pg. 211 | |
2 | " | Reading and interpreting bar graphs | By the end of the lesson the learner should be able to read, draw and interpret bar graphs |
|
|
ppls bk. pg. 213 | ||
3 | " | " | By the end of the lesson the learner should be able to read, draw and interpret bar graphs |
|
|
ppls bk. pg. 214 | ||
4 | TABLES AND GRAPHS | Reading and interpreting bar graphs | By the end of the lesson the learner should be able to read and interpret pie charts. |
|
|
ppls bk. pg. 215 | ||
5 | " | " | By the end of the lesson the learner should be able to read and interpret pie charts. |
|
" | ppls bk. pg. 218 | ||
6 | " | Reading and interpreting line graphs | By the end of the lesson the learner should be able to read and interpret line graphs |
|
" | ppls bk. pg. 218 | ||
7 | " | " | By the end of the lesson the learner should be able to read and interpret line graphs |
|
|
Primary maths ppls bk. 8 Pg 223 | ||
10 | 1 | " | " | By the end of the lesson the learner should be able to read and interpret line graphs | " |
|
ppls bk. pg. 224 | |
2 | " | Travel graphs | By the end of the lesson the learner should be able to read and interpret travel graphs | Reading and interpreting line graphs |
|
ppls bk. pg. 226 | ||
3 | " | " | By the end of the lesson the learner should be able to read and interpret travel graphs | Reading and interpreting line graphs |
|
ppls bk. pg. 229 | ||
4 | " | Travel graphs | By the end of the lesson the learner should be able to read and interpret travel graphs | Reading and interpreting line graphs |
|
ppls bk. pg. 231 | ||
5 | GEOMETRY | Patterns with shapes | By the end of the lesson the learner should be able to make geometrical patterns using straight lines. | Reading and interpreting line graphs |
|
ppls bk. pg. 245 | ||
6 | GEOMETRY | Patterns with shapes | By the end of the lesson the learner should be able to make patterns using quadlilaterals, triangles and circles. | Making patterns |
|
Primary maths ppls bk. 8 Pg 246 | ||
7 | " | Patterns with shapes | By the end of the lesson the learner should be able to make patterns using quadlilaterals, triangles and circles. | Making patterns | " | ppls bk. pg. 247 | ||
11 | END TERM TWO EXAMS |
Grade 5 Social Studies Activities - Grade 5 Schemes of Work Term 3 2023
SOCIAL STUDIES ACTIVITIES. GRADE FIVE SCHEMES OF WORK
School |
Teacher’s Name |
Term |
Year |
||||||||
|
|
Three |
2023 |
||||||||
Wk |
Lsn |
Strand/Theme |
Sub strand |
Specific learning outcomes |
Key inquiry Questions |
Learning experiences |
Learning Resources |
Assessment methods |
Reflection |
||
1 |
1 |
RESOURCES AND ECONOMIC ACTIVITIES |
Mining in Kenya: Major minerals |
By the end of the sub-strand, the learner should be able to:
|
How do we benefit from the minerals found in our country? |
Learners are guided to:
|
|
|
|
||
|
2 |
|
Mining in Kenya: importance of minerals |
By the end of the sub-strand, the learner should be able to:
|
How do we benefit from the minerals found in our country? |
|
|
|
|
||
|
3
|
|
Mining in Kenya: importance of minerals
|
By the end of the sub-strand, the learner should be able to:
|
How do we benefit from the minerals found in our country?
|
|
|
|
|
||
|
|
||||||||||
2 |
1 |
POLITICAL SYSTEMS AND GOVERNAN CE |
Leadership and Political Change: Traditional leaders in Kenya |
By the end of the sub strand, the learner should be able to;
|
Why are traditional leaders important in our community? |
Learners are guided to:
|
|
|
|
||
|
2 |
|
Leadership and Political Change: Traditional leaders in Kenya |
By the end of the sub strand, the learner should be able to
|
Why are traditional leaders important in our community? |
|
|
|
|
||
|
3 |
|
Leadership and Political Change: Traditional leaders in Kenya
|
By the end of the sub strand, the learner should be able to
|
Why are traditional leaders important in our community? |
|
|
|
|
||
3 |
1 |
|
Early forms of Government |
By the end of the sub strand, the learner should be able to;
|
How was your community ruled in the past? |
Learners are guided to:
|
|
|
|
||
|
2 |
|
Early forms of Government |
By the end of the sub strand, the learner should be able to;
|
How was your community ruled in the past? |
Learners are guided to:
|
|
|
|
||
|
3 |
|
Similarities and differences in early forms of Government between the Maasai and Ameru |
By the end of the sub strand, the learner should be able to;
|
How was your community ruled in the past? |
|
|
|
|
||
4 |
1 |
|
Similarities and differences in early forms of Government between the Maasai and Ameru |
By the end of the sub strand, the learner should be able to;
|
How was your community ruled in the past? |
|
|
|
|
||
2 |
|
Similarities and differences in early forms of Government between the Maasai and Ameru |
By the end of the sub strand, the learner should be able to;
|
How was your community ruled in the past? |
|
|
|
|
|||
|
3 |
|
Citizenship in Kenya: Good citizenship |
By the end of the sub strand, the learner should be able to:
|
Who is a Kenyan Citizen? |
Learners are guided to;-
|
|
|
|
||
5 |
1 |
|
Citizenship in Kenya: Good citizenship |
By the end of the sub strand, the learner should be able to:
|
Who is a Kenyan Citizen? |
|
|
|
|
||
2 |
|
Symbols of Nationals Unity |
By the end of the sub strand, the learner should be able to;
|
How can we promote National unity in our country? |
Learner are guided to;-
|
|
|
|
|||
|
3 |
|
Factors that promote National Unity |
By the end of the sub strand, the learner should be able to;
|
How can we promote National unity in our country? |
|
|
|
|
||
6 |
1 |
|
Factors that promote National Unity |
By the end of the sub strand, the learner should be able to;
|
How can we promote National unity in our country? |
|
|
|
|
||
|
2 |
|
Human rights |
By the end of the sub-strand, the learner should be able to;
|
Why is it important to respect human rights? |
Learners are guided to:
|
|
|
|
||
|
3 |
|
Human rights |
By the end of the sub-strand, the learner should be able to;
|
Why is it important to respect human rights? |
|
|
|
|
||
7 |
1 |
Governance in Kenya |
Democracy in society: Types of Democracy |
By the end of the sub strand the learner should be able to;
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How can we practice democracy in our society? |
Learners are guided to:
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2 |
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Benefits of Democracy |
By the end of the sub strand the learner should be able to;
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How can we practice democracy in our society? |
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3 |
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Electoral Process In Kenya |
By the end of the sub strand, the learner should be able to;
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Why should we vote? |
Learners are guided to:
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8 |
1 |
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Electoral Process In Kenya |
By the end of the sub strand, the learner should be able to;
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Why should we vote? |
Learners are guided to:
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2 |
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Electoral Process In Kenya |
By the end of the sub strand, the learner should be able to;
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Why should we vote? |
Discuss in groups the voting steps in Kenya
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3 |
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Electoral Process In Kenya |
By the end of the sub strand, the learner should be able to;
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Why should we vote? |
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9 |
1 |
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The National Government In Kenya: composition of the three arms of National government |
By the end of the sub strand the learner should be able to;
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What is the work of Government in our country? |
Learners are guided to:
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2 |
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The National Government In Kenya: composition of the three arms of National government |
By the end of the sub strand the learner should be able to;
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What is the work of Government in our country? |
Learners are guided to:
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3 |
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The National Government In Kenya: functions of the three arms of national Government |
By the end of the sub strand the learner should be able to;
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What is the work of Government in our country? |
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10 |
1 |
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The National Government In Kenya: functions of the three arms of national Government |
By the end of the sub strand the learner should be able to;
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What is the work of Government in our country? |
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2-3 |
ASSESMENT |
Grade 5 Agriculture Activities - Grade 5 Schemes of Work Term 3 2023
MOUNTAIN TOP AGRICULTURE ACTIVITIES.
GRADE 5 SCHEMES OF WORK TERM 3 2023
Wk |
Ls n |
Strand/Th eme |
Sub strand |
Specific learning outcomes |
Key inquiry Questions |
Learning experiences |
Learning Resources |
Assessment methods |
Refl |
1 |
1 |
GARDENING PRACTICES |
Sowing seeds on a nursery bed |
By the end of the sub strand the learner should be able to
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MTP Agriculture Grade 5 Leaners Bk. Pg.70-71 MTP Agriculture Grade 5 TG. Pg.112 |
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2 |
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Care for vegetable seedlings in the nursery bed |
By the end of the sub strand the learner should be able to:
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MTP Agriculture Grade 5 Leaners Bk. Pg.72 MTP Agriculture |
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3 |
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Care for vegetable seedlings in the nursery bed |
By the end of the sub strand the learner should be able to
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MTP Agriculture Grade 5 Leaners Bk. Pg.72 MTP Agriculture Grade 5 TG. Pg. 113-114 |
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2
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1
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Preparing the seedbed for planting vegetables |
By the end of the sub strand the learner should be able to
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MTP Agriculture Grade 5 TG. Pg. 115-116 |
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2
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Procedure of transplanti ng |
By the end of the sub strand the learner should be able to
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MTP Agriculture Grade 5 Leaners Bk. Pg.74-75 MTP Agriculture Grade 5 TG. Pg. 117-116 |
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3
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Procedure of transplanti ng
|
By the end of the sub strand the learner should be able to
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MTP Agriculture Grade 5 Leaners Bk. Pg.74-75 MTP Agriculture Grade 5 TG. Pg. 117-116 |
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3
|
1
|
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Selling surplus vegetable seedlings |
By the end of the sub strand the learner should be able to
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MTP Agriculture Grade 5 Leaners Bk. Pg.76 MTP Agriculture Grade 5 TG. Pg. 120-121 |
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2 |
|
Identifying gardening practices for vegetables |
By the end of the sub strand the learner should be able to
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MTP Agriculture Grade 5 Leaners Bk. Pg.77-78 MTP Agriculture Grade 5 TG. Pg. 121-122 |
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3 |
|
Taking care of growing vegetable crops |
By the end of the sub strand the learner should be able to
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MTP Agriculture Grade 5 Leaners Bk. Pg.79-80 MTP Agriculture Grade 5 TG. Pg. 122-123 |
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4 |
1 |
|
Identifying vegetables suitable for harvesting |
By the end of the sub strand the learner should be able to
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MTP Agriculture Grade 5 Leaners Bk. Pg.81-82 MTP Agriculture Grade 5 TG. Pg. 124-126 |
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2
|
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Harvesting vegetables
|
By the end of the sub strand the learner should be able to
|
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MTP Agriculture Grade 5 Leaners Bk. Pg.83 MTP Agriculture Grade 5 TG. Pg. 126-127 |
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3 |
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Keeping consumptio n and sales record |
By the end of the sub strand the learner should be able to
|
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MTP Agriculture Grade 5 Leaners Bk. Pg.84 MTP Agriculture Grade 5 TG. Pg. 128-131 |
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5 |
1 |
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Innovative Gardening: Vertical and Horizontal gardening |
By the end of the sub strand the learner should be able to
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MTP Agriculture Grade 5 Leaners Bk. Pg.88 MTP Agriculture Grade 5 TG. Pg. 133 |
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2
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Innovative gardening practices
|
By the end of the sub strand the learner should be able to
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MTP Agriculture Grade 5 Leaners Bk. Pg.89-90 MTP Agriculture Grade 5 TG. Pg. 134 |
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3 |
|
Innovative gardening practices |
By the end of the sub strand the learner should be able to
|
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MTP Agriculture Grade 5 Leaners Bk. Pg.89-90 MTP Agriculture Grade 5 TG. Pg. 134 |
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6 |
1 |
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Innovative gardening practices |
By the end of the sub strand the learner should be able to
|
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MTP Agriculture Grade 5 Leaners Bk. Pg.89-90 MTP Agriculture Grade 5 TG. Pg. 134 |
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2 |
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Preparing and establishing innovative gardens |
By the end of the sub strand the learner should be able to
|
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MTP Agriculture Grade 5 Leaners Bk. Pg.91-92 MTP Agriculture Grade 5 TG. Pg. 135 |
|
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3
|
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Preparing and establishing innovative gardens
|
By the end of the sub strand the learner should be able to
|
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MTP Agriculture Grade 5 Leaners Bk. Pg.91-92 MTP Agriculture Grade 5 TG. Pg. 135 |
|
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7 |
1 |
|
Preparing and establishing innovative gardens |
By the end of the sub strand the learner should be able to
|
|
|
MTP Agriculture Grade 5 Leaners Bk. Pg.91-92 MTP Agriculture Grade 5 TG. Pg. 135 |
|
|
|
2 |
|
Preparing and establishing innovative gardens |
By the end of the sub strand the learner should be able to
|
|
|
MTP Agriculture Grade 5 Leaners Bk. Pg.91-92 MTP Agriculture Grade 5 TG. Pg. 135 |
|
|
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3 |
|
Importance of innovative gardening |
By the end of the sub strand the learner should be able to
|
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|
MTP Agriculture Grade 5 Leaners Bk. Pg.93 MTP Agriculture Grade 5 TG. Pg. 136-137 |
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8
|
1
|
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Innovative gardening project
|
By the end of the sub strand the learner should be able to
|
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|
MTP Agriculture Grade 5 Leaners Bk. Pg.94 MTP Agriculture Grade 5 TG. Pg. 138 |
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2 |
|
Identifying gardening practices |
By the end of the sub strand the learner should be able to
|
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MTP Agriculture Grade 5 Leaners Bk. Pg.94-95 MTP Agriculture Grade 5 TG. Pg. 139-140 |
|
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3 |
|
Identifying gardening practices |
By the end of the sub strand the learner should be able to
|
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MTP Agriculture Grade 5 Leaners Bk. Pg.94-95 MTP Agriculture Grade 5 TG. Pg. 139-140 |
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9 |
1 |
|
Making a duty schedule |
By the end of the sub strand the learner should be able to
|
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MTP Agriculture Grade 5 Leaners Bk. Pg.95 MTP Agriculture Grade 5 TG. Pg. 140-141 |
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2
|
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Making a duty schedule
|
By the end of the sub strand the learner should be able to
|
|
|
MTP Agriculture Grade 5 Leaners Bk. Pg.95 MTP Agriculture Grade 5 TG. Pg. 140-141 |
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4 |
|
Photograph records on innovative gardening |
By the end of the sub strand the learner should be able to
|
|
|
MTP Agriculture Grade 5 Leaners Bk. Pg.96 MTP Agriculture Grade 5 TG. Pg. 141-142 |
|
|
10 |
1 |
|
Photograph records on innovative gardening |
By the end of the sub strand the learner should be able to
|
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|
MTP Agriculture Grade 5 Leaners Bk. Pg.96 MTP Agriculture Grade 5 TG. Pg. 141-142 |
|
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2
|
|
Determinin g the right stage of harvesting vegetables
|
By the end of the sub strand the learner should be able to
|
|
|
MTP Agriculture Grade 5 Leaners Bk. Pg.97-98 MTP Agriculture Grade 5 TG. Pg. 142-145 |
|
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3 |
|
Determinin g the right stage of harvesting vegetables |
By the end of the sub strand the learner should be able to
|
|
|
MTP Agriculture Grade 5 Leaners Bk. Pg.97-98 MTP Agriculture Grade 5 TG. Pg. 142-145 |
|
|
Mathematics (JKF) - Class 8 Schemes of Work Term 1 2023
MATHEMATICS SCHEMES OF WORK FOR CLASS EIGHT TERM ONE - 2022
WK | LES | TOPIC | SUB - TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
1 | Revisions | General | By the end of the lesson the learner should be able to recall content covered in previous class in preparation for std. 8 work. | Asking and answering questions. Tests and quizzes |
Past exam papers | Marking schemes for past exams Teacher’s own selections |
||
2 | 1. | Numbers |
Place value and total value | By the end of the lesson the learner should be able to identify the place value and total value of digits from ones to tens of millions. | -Explanation -Demonstration - -Working out exercises |
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –pg. 1-2 | |
2. | Numbers in words | By the end of the lesson the learner should be able to read and write numbers in words correctly.(1- 999,999) |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 2 | |||
3. | Numbers in words | By the end of the lesson the learner should be able to read and write numbers in words correctly. (1,000,000 – 10,000,000) |
|
Flash Cards | Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 2 | |||
4. | Numbers in words | By the end of the lesson the learner should be able to read and write numbers in words correctly. (10,000, 000 – 999,999,999) |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 2 | |||
5. | Numbers in symbols |
By the end of the lesson the learner should be able to read and write numbers in symbols correctly. |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 2 | |||
6. | Numbers in symbols |
By the end of the lesson the learner should be able to read and write numbers in symbols correctly. |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 2 | |||
7. | Numbers in symbols |
By the end of the lesson the learner should be able to read and write numbers in symbols correctly. |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 2 | |||
3 | 1. |
NUMBERS |
Squares | By the end of the lesson the learner should be able to work out correctly squares of numbers( 2- digits) |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 11 - 12 | |
2. | Squares | By the end of the lesson the learner should be able to work out correctly squares of numbers( 3- digits) |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 12 - 13 | |||
3. | Square root | By the end of the lesson the learner should be able to work out square root of perfect squares. |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 13 - 14 | |||
4. | Square root | By the end of the lesson the learner should be able to work out square root of perfect squares.(word problems) |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 13 - 14 | |||
5. | Conversion of fractions to percentage and vice versa | By the end of the lesson the learner should be able to convert fractions to percentage and vice versa |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 42-43 | |||
6. | Conversion of fractions to percentage and vice versa | By the end of the lesson the learner should be able to convert fractions to percentage and vice versa |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 42-43 | |||
7. | Conversion of fractions to decimals and vice versa | By the end of the lesson the learner should be able to convert fractions to percentage and vice versa |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 44-45 | |||
4 | 1. | NUMBERS | Conversion of fractions to decimals and vice versa | By the end of the lesson the learner should be able to convert fractions to percentage and vice versa |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 44-45 | |
2. | OPERATIONS ON WHOLE NUMBERS | Addition | By the end of the lesson the learner should be able to work out sums involving addition of numbers. |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 3-4 | ||
3. | Subtraction | By the end of the lesson the learner should be able to work out sums involving subtraction of numbers. |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 8 | |||
4. | Multiplication | By the end of the lesson the learner should be able to work out sums involving multiplication of numbers. |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 5 | |||
5. | Multiplication | By the end of the lesson the learner should be able to work out sums involving multiplication of numbers. |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 5 | |||
6. | Division | By the end of the lesson the learner should be able to work out sums involving division of numbers. |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 5-6 | |||
7. | Division | By the end of the lesson the learner should be able to work out sums involving division of numbers. |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 5-6 | |||
5 | 1. | OPERATION ON WHOLE NUMBERS |
Combined operations | By the end of the lesson the learner should be able to work out correctly sums involving combined operations |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 6-7 | |
2. | Combined operations | By the end of the lesson the learner should be able to work out correctly exercises involving addition and subtraction (word problems) |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 8-10 | |||
3. | Combined operations | By the end of the lesson the learner should be able to work out correctly exercises involving addition and subtraction (word problems) |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 8-10 | |||
4. | Number patterns | By the end of the lesson the learner should be able to work out exercises involving number patterns. |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 15-16 | |||
5. | Magic squares | By the end of the lesson the learner should be able to solve magic squares. |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 15-16 | |||
6. | Magic squares | By the end of the lesson the learner should be able to solve magic squares. |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 15-16 | |||
7. | Puzzles | By the end of the lesson the learner should be able to solve mathematical puzzles. |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 16 | |||
6 | FORMATIVE ASSESSMENT | GENERAL | By the end of the lesson the learner should be able to give correct answers to given test items to reinforce retention of content. | Asking and answering questions. Tests and quizzes |
|
Exam marking schemes | ||
7 | ||||||||
8 | 1 | FRACTIONS |
Addition of fractions | By the end of the lesson the learner should be able to work out exercises involving addition of fractions. |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 17-18 | |
2 | Addition of fractions | By the end of the lesson the learner should be able to work out exercises involving addition of fractions.(mixed numbers) |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 17-18 | |||
3 | Subtraction of fractions | By the end of the lesson the learner should be able to work out correctly exercises involving subtraction of fractions. |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg.18 | |||
4 | Subtraction of fractions | By the end of the lesson the learner should be able to work out correctly exercises involving subtraction of fractions.( mixed numbers) |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 19 | |||
5 | Multiplication of fractions | By the end of the lesson the learner should be able to work out exercises involving multiplication of fractions. |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 20-21 | |||
6 | Division of fractions | By the end of the lesson the learner should be able to work out exercises involving division of fractions |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 21 | |||
7 | Division of fractions | By the end of the lesson the learner should be able to work out exercises involving division of fractions |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 22 | |||
9 | 1 | FRACTIONS | Combined operations on fractions | By the end of the lesson the learner should be able to work out exercises involving operations on fractions. |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 23 | |
2 | Combined operations on fractions | By the end of the lesson the learner should be able to work out exercises involving operations on fractions. |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 23 | |||
3 | Combined operations on fractions | By the end of the lesson the learner should be able to work out exercises involving operations on fractions. ( word problems) |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 25 | |||
4 | Combined operations on fractions | By the end of the lesson the learner should be able to work out exercises involving operations on fractions. ( word problems) |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 26 | |||
5 | Combined operations on fractions | By the end of the lesson the learner should be able to work out exercises involving operations on fractions. ( word problems) |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 27-28 | |||
6 | Squares of fractions | By the end of the lesson the learner should be able to work out squares of fractions |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 28-29 | |||
7 | Square root of fractions | By the end of the lesson the learner should be able to work out squares roots of fractions |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 29-30 | |||
10 | 1. | FRACTIONS |
Sequences involving fractions | By the end of the lesson the learner should be able to complete sequences involving fractions. | Working out exercises |
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 31 | |
2. | Place value & total value of decimals | By the end of the lesson the learner should be able to recognize place value and total value of decimals. | Working out exercises |
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 32 | |||
3. | Addition and subtraction of decimals | By the end of the lesson the learner should be able to work out exercises involving addition and subtraction of decimals. | Working out exercises |
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 33-34 | |||
4. | Addition and subtraction of decimals | By the end of the lesson the learner should be able to work out exercises involving addition and subtraction of decimals.(word problems) | Working out exercises |
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 33-34 | |||
5. | Multiplication of decimals | By the end of the lesson the learner should be able to work out exercises involving multiplication of decimals. | Working out exercises |
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 35-37 | |||
6. | Division of decimals | By the end of the lesson the learner should be able to work out exercises involving division of decimals. | Working out exercises |
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 36-37 | |||
7. | Combined operations on decimals | By the end of the lesson the learner should be able to work out exercises involving combined operations on decimals. | Working out exercises |
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 37-39 | |||
11 | 1. | DECIMALS |
Squares of decimals | By the end of the lesson the learner should be able to work out squares of decimals |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 39-40 | |
2. | Squares roots of decimals | By the end of the lesson the learner should be able to work out squares roots of decimals | Working out exercises |
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 40-41 | |||
3. | Conversion of fractions into decimals | By the end of the lesson the learner should be able to convert fractions into decimals. | Working out exercises |
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 40-41 | |||
4. | Conversion of decimals into fractions | By the end of the lesson the learner should be able to convert decimals into fractions. | Working out exercises |
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 41 | |||
5. | DECIMALS |
Percentage increase | By the end of the lesson the learner should be able to work out percentage increase. |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 45-47 | ||
6. | Percentage decrease | By the end of the lesson the learner should be able to work out percentage iderease.c |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 47-48 | |||
7. | Percentage increase & decrease | By the end of the lesson the learner should be able to work out percentage increase & decrease |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 49-50 | |||
12 | 1 | DECIMALS |
Percentage increase & decrease | By the end of the lesson the learner should be able to work out percentage increase & decrease |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 51 | |
2 | Sequences involving decimals | By the end of the lesson the learner should be able to complete sequences involving decimals. |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 51-52 | |||
3 | MEASUREMENTS |
Length |
By the end of the lesson the learner should be able to convert measures from one unit to another correctly |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 88 | ||
4 | Operations on length | By the end of the lesson the learner should be able to solve problems involving operations on length |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 88 | |||
5 | Operations on length | By the end of the lesson the learner should be able to solve problems involving operations on length |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 89 | |||
6 | Perimeter and circumference | By the end of the lesson the learner should be able to work out perimeter different shapes |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 90 | |||
7 | Perimeter and circumference | By the end of the lesson the learner should be able to work out perimeter different shapes and figures |
|
|
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 91 | |||
13 | REVISIONS | General | By the end of the lesson the learner should be able to recall content covered in the term in preparation for end term exam | Asking and answering questions. Tests and quizzes |
Past exam papers Revision question from text bk |
|
||
14 | END OF TERM ONE EXAMS, MARKING , COMPILING, ANALYZING AND RECORDING EXAM RESULTS |
Mathematics - Class 8 Schemes of Work 2023
TERM 1
WEEK | LESSON | TOPIC/SUB TOPIC | OBJECTIVES | T/L ACTIVITIES | REFERENCES | T/L AIDS | REMARK |
1 | Opening and Revision | ||||||
2 | 1 - 7 | NUMBERS Place values and total values. Square and square roots. LCM, GCD and divisibility test. Fractions |
The learner should be able to: Read and write numbers in symbols and in words. Work out squares of numbers and square roots of perfect squares. Convert fractions and percentages into percentages and fractions. Convert decimals to percentages and percentages into decimals. Write the place values and total values of numbers. |
Writing total values and place values. Finding square and square roots. Reading and writing numbers in symbols and in words. Converting fractions into percentages and percentages into fractions. Converting decimals into fractions and fractions into decimals. Working out LCM , GCD and divisibility test |
Understanding math pg 1 – 14 Progressive math pg 1 – 6 Learning mathematics pg 5 – 13 |
A chart | |
3 | 1 - 7 | OPERATION ON NUMBERS. Operations involving whole numbers. Combining operations. Operation Involving: fractions and decimals. Percentage increase and decrease. |
Work out problems involving operations of whole numbers. Work out problems involving operations on fractions. Work out problems involving operation in decimals. Work out problems involving combined operation. Work out problems involving percentage increase and Decrease. Work out problems in number sequence |
Working out problems on whole numbers. Work out operations on fractions Work out operations on decimals Working out sums on combined operations. Working out problems on percentage increase and decrease. Work out problems on number sequence |
Understanding mathematics pg 16 – 43 Progressive math pg 10 – 13 Learning math pg 41 - 46 A chart |
A chart | |
4 | 1 - 7 | END OF MONTH EXAMS | |||||
5 | 1 - 7 | LENGTH/MEASUREMENT Units of length Area Surface area Volume Capacity Mass |
Workout problems involving units of length. Work out problems involving area and surface area. Work out problems involving volume. Working out problems involving units of capacity. Convert units of capacity to units. Work out problems involving mass |
Work out problems involving units of length Work out problems involving area and surface area. Work out problems involving volume. Work out problems involving units of capacity. Converting units of capacity to units of volume. Working out problems involving mass |
Understanding math pg 48 – 78 Progressive math pg 36 – 84 Learning math pg 54 – 89 |
A chart | |
6 | 1 - 7 | MEASUREMENT Profit and loss Percentages profit and loss Bills Commission and percentage commissions Discount and percentage discount. Hire purchase Simple interest |
Work out problems involving profit and loss Percentage profit and loss. Work out problems involving bills. Work out problems involving discounts percentage discount, commission and percentage commission. Work out problems involving hire purchase. Work out problems involving simple interest. Work out problems involving compound interest using simple interest per unit time. Work out problems involving postal charges. |
Work out profit, loss, percentage profit and loss. Working out problems on bills. Working out problems on discount percentage discount, commission and percentage commission. Working out problems involving hire purchase. Working out simple and compound interest. Working out examples. |
Understanding math pg 89 – 121 Progressive math pg 94 – 111 Learning math pg 91 – 110 |
A chart | |
7, 8 & 9 | 1 - 7 | Revision, mid term exams | |||||
10 | 1 - 7 | TIME SPEED AND TEMPERATURE | The learner should be able to: Work out problems involving time and speed. Work out problems involving distance and average speed. Work out problems involving temperature in degrees siliceous. |
Working out problems involving time and speed. Working out examples involving distance and average speed. Temperature and degrees siliceous |
Understanding math pg 48 – 54 Learning math pg 111 -117 |
A chart clock | |
11 & 12 | 1 - 7 | GEOMETRY Construction of a Pythagorean relationship |
construct triangle Construct circles touching the three sides of the triangle. Work out problems using Pythagorean relationship. Construct parallelograms and rhombuses Work out problems involving properties of squares, rectangles, parallelograms, rhombuses and trapeziums. Recognize and identify triangles and square based pyramids Identify and make nets of pyramids and prisms. Make geometrical patterns |
Constructing triangles. Draw a perpendicular from a point to a line. Constructing a circle. Working out problems involving Pythagorean relationship. Constructing parallelograms and rhombuses. Working out problems involving properties of square, rectangles, parallelograms, rhombuses and trapezium. Identifying triangular and square based pyramids Making nets Making geometrical patterns. |
Understanding math pg 147 – 183 Progressive math pg 56 – 6 8 Learning math pg 118 - 138 |
A chart Cut outs of patterns Geometrical sets |
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13 | 1 - 7 | Revisions and Preparations for End Term Exams | |||||
14 | End Term 1 Exams and Closing |
TERM 2
WEEK | LESSON | TOPIC | SUB TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARK |
1 | 1 - 7 | Opening and Revisions | ||||||
2 | 1 - 7 | MEASUREMENT Length perimeter and area |
Length and circumference | Be able to: Work out problems involving conversions showing units of length. Convert mm to cm and vice versa. Convert dm, Dm, Hm, to Km and vice versa. Work out perimeter of squares, rectangles and triangles. Work out problems involving circumference correctly. |
Conversions of units of length. Discussing relationship of units. Working out operations. |
Water Containers Ruler. |
Primary math pg 88 – 95 Understanding math pg 89 - 101 |
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3 | 1 - 7 | MEASUREMENT | Area and surface area. | Be able to: Work out problems involving areas of triangles and quadrilaterals. Work out problems involving area of circles correctly. Work out problems involving area of combined shapes and borders. Work out problems involving area of |
Reading and interpreting problems. Finding areas of triangles and quadrilaterals. Calculating the area. |
Worked out examples on a chart. |
Primary math pg 96 – 107
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4 | 1 - 7 | |||||||
5 | 1 - 7 | MEASUREMENT | Surface area | Be able to: Work out surface area of cubes. Work out surface area of cuboids. Work out surface area of cylinders. Work out curved surface areas of cylinders |
Observing open and closed boxes. Cutting and opening boxes and cylinders. |
Boxes Cylinders |
Primary math pg 108 – 113 Understanding math pg 113 – 120 |
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6 | 1 - 7 | MEASUREMENT | Volume of cubes, cuboids, cylinders and triangular prisms. | Be able to: Work out volume of cuboids. Work out problems involving volumes of cubes. Work out problems involving cylinders and triangular prisms. Work out problems involving capacity. Convert units of capacity to units of volume and vice versa. |
Observing cubes and cuboids. Working out volumes. Working out capacity. |
Coins Cylinders Boxes. |
Primary math pg 114 – 125
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7 | 1 - 7 | Revision and Mid term exams | ||||||
8 | 1 - 7 | MEASUREMENT | Mass Money | Be able to: Work out problems involving mass. Converting different quantities of mass. Work out problems involving percentage profit and loss. Read and design bills. Work out problems involving bills |
Comparing mass Working out problems. Involving percentage Designing bills |
Bills Weights. |
Primary math pg 128 – 139
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9 - 13 | Revisions and Preparations for End Term Exam | |||||||
14 | End Term 11 Exams and Closing |
TERM 3
WEEK | LESSON | TOPIC | SUB TOPIC | OBJECTIVES | T/L 1 ACTIVITIES | T/L RESOURCE | T/L AIDS | REMARK |
1 | 1 - 7 | REVISION OF HOLIDAY HOMEWORK | ||||||
2 | 1 - 7 | POSTAL CHARGES | Postal charges. Money order Postal orders. telegram |
Be able to: Work out problems involving postal charges. Recognize and identify money orders and postal charges. Work out problems involving telegrams. |
Reading Interpreting postal charges and international postal charges. Working out problems involving postal charges. |
Primary math pg 92 – 99 Understanding math pg 101 – 113 |
Money orders Letters |
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3 | 1 - 7 | TIME, SPEED AND TEMPERATURE | Time Speed Distance Temperature |
Be able to work out distance given speed and time. Time given distance and speed. Average speed given distance and time. Work out problems involving temperature in degrees Celsius |
Converting speed from km/h into m/s and vice versa. Reading and interpreting travel tables. Calculations of speed, time and distance. |
Primary math pg 171 – 184 Understanding math pg 119 - 134 |
Clock Thermometers. |
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4 | 1 - 7 | SPEED AND TEMPERATURE | Temperature in degrees Celsius | Be able to : Work out average speed given speed and time. Work out problems involving temperatures in degrees Celsius. |
Reading thermometer Tell increase or decrease in scale |
Primary math pg 184 – 185 Understanding math pg 134 - 136 |
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5 - 8 | Revisions, Class work and preparations for End Term Exams | |||||||
9 | End Term 111 Exam and closing |