Displaying items by tag: grade 5
Grade 5 Physical Health Education Activities - Grade 5 Schemes of Work Term 3 2023
PHYSICAL HEALTH EDUCATION ACTIVITIES.
GRADE FIVE SCHEMES OF WORK TERM3 2023
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Wk |
Lsn |
Strand/Theme |
Sub strand |
Specific learning outcomes |
Key inquiry Questions |
Learning experiences |
Learning Resources |
Assessment methods |
Reflection |
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1 |
1 |
SWIMM ING |
Side stroke |
By the end of the sub-strand, the learner should be able to:
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The learner is guided individually or in groups to:
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2 |
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Side stroke |
By the end of the sub-strand, the learner should be able to:
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The learner is guided individually or in groups to:
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3 |
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Side stroke |
By the end of the sub-strand, the learner should be able to:
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The learner is guided individually or in groups to:
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4 |
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Side stroke |
By the end of the sub-strand, the learner should be able to:
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The learner is guided individually or in groups to:
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5 |
Frisbee |
Two handed rim catch |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to:
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2 |
1 |
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Two handed rim catch |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to:
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2 |
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Cutting |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to:
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3 |
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Cutting |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to:
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4 |
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Marking |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to:
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5 |
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Marking |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to:
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3 |
1 |
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Pivoting |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to:
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2 |
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Pivoting |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to:
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3 |
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Spirit of the game |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to:
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4 |
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Spirit of the game |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to:
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5 |
GYMNA STICS |
hand balance into splits and hand walk |
By the end of the sub strand the learner should be able to:
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The learner is guided individually or in groups to:
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4 |
1 |
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hand balance into splits and hand walk |
By the end of the sub strand the learner should be able to:
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The learner is guided individually or in groups to:
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2 |
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hand balance into splits and hand walk |
By the end of the sub strand the learner should be able to:
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The learner is guided individually or in groups to:
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3 |
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Shoulder Roll |
By the end of the sub strand the learner should be able to:
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The learner is guided individually or in groups to:
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4 |
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Shoulder Roll |
By the end of the sub strand the learner should be able to:
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The learner is guided individually or in groups to:
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5 |
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Through Vault into forward roll |
By the end of the sub strand the learner should be able to:
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The learner is guided individually and in groups to:
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5 |
1 |
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Through Vault into forward roll |
By the end of the sub strand the learner should be able to:
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The learner is guided individually and in groups to:
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2 |
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Side Vault |
By the end of the sub strand the learner should be able to:
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The learner is guided individually or in groups to:
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3 |
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Cartwheel |
By the end of the sub strand the learner should be able to:
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The learner is guided individually or in groups to: interact with technology to
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4 |
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Cartwheel |
By the end of the sub strand the learner should be able to:
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The learner is guided individually or in groups to:
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5 |
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Round -off |
By the end of the sub strand the learner should be able to:
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The learner is guided individually or in groups to:
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6 |
1 |
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Round -off |
By the end of the sub strand the learner should be able to:
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The learner is guided individually or in groups to:
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2 |
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Five action sequence |
By the end of the sub strand the learner should be able to:
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The learner is guided individually and in groups to:
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3 |
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Five action sequence |
By the end of the sub strand the learner should be able to:
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The learner is guided individually and in groups to:
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4 |
HEALT H AND FITNES S |
Skill related fitness: Balance |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to:
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5 |
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Skill related fitness: Balance |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to:
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7 |
1 |
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Agility |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to:
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2 |
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Agility |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to: interact with technology to
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3 |
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Reaction Time |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to:
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4 |
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Reaction Time |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to:
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5 |
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Sit and Reach Test |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to:
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8 |
1 |
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Sit and Reach Test |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to:
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2 |
FIRST AID IN SPORTS |
Sports Injuries: Closed wound |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to:
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3 |
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Sports Injuries: Closed wound |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to:
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4 |
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Sprain |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to:
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5 |
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Sprain |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to:
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9 |
1 |
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Strain |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to:
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2 |
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Strain |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to:
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3 |
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Two person support method |
By the end of the sub strand the learner should be able to:
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The learner is guided individually or in groups to:
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4 |
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Two person support method |
By the end of the sub strand the learner should be able to:
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The learner is guided individually or in groups to:
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5 |
OUTDO OR AND RECREA TION ACTIVI TIES |
Planning an Outdoor activity |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in the group to
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10 |
1 |
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Planning an Outdoor activity |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in the group to use digital devices and other sources of information to:
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2 |
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Planning an Outdoor activity |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in the group to use digital devices and other sources of information to:
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3 |
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Tracking Signs for outdoor activity |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to use digital devices and other sources of information to:
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4 |
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Tracking Signs for outdoor activity |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to use digital devices and other sources of information to:
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5 |
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Tracking Signs for outdoor activity |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to use digital devices and other sources of information to:
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Roles and responsibility |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to use digital devices and other sources of information to:
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Conflict resolution in an outdoor activity |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to use digital devices and other sources of information to:
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Conflict resolution in an outdoor activity |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to use digital devices and other sources of information to:
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Conflict resolution in an outdoor activity |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to use digital devices and other sources of information to:
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Conflict resolution in an outdoor activity |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to use digital devices and other sources of information to:
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Food preservation |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to use digital devices and other sources of information to:
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Food preservation |
By the end of the sub strand, the learner should be able to:
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The learner is guided individually or in groups to use digital devices and other sources of information to:
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Grade 5 Music Activities - Grade 5 Schemes of Work Term 3 2023
GRADE FIVE MUSIC ACTIVITIES.
SCHEMES OF WORK TERM 3 2023
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Wk |
Lsn |
Strand/Theme |
Sub strand |
Specific learning outcomes |
Key inquiry Questions |
Learning experiences |
Learning Resources |
Assessment methods |
Refl |
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1 |
1 |
PERFOR MING |
Kenyan Folk Dances : Roles of ornaments/costu mes in a folk dance |
By the end of the sub strand, the learner should be able to:
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Learners watch a Live/recorded performance of a folk dance and identify; costumes, instruments, body adornments and ornaments. Learners brainstorm on the roles of costumes, ornaments and body adornment in a folk dance. In groups learners discuss the roles of different participants in a dance (soloist, chorus/response group, instrumentalist and dancers). Learners use digital devices to download and watch various Kenyan folk dances.. |
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2 |
1 |
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Making a costume/Orname nt |
By the end of the sub strand, the learner should be able to:
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In groups learners brainstorm on the procedure and materials for making costumes, ornaments and body adornments. Learners make a costume, ornaments, and body adornments from locally available materials for a selected dance observing safety measures. In groups learners use costumes, ornaments and body adornments made or borrowed from the community in a folk dance with appropriate Instrumental accompaniment. In groups learners identify and practice a Kenyan folk dance for class presentation |
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3 |
1 |
CREATI NG/CO MPOSIN G |
Rhythm : Interpreting French Rhythm |
By the end of the sub strand, the learner should be able to:
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Learners listen to/sing familiar/simple songs and are guided in identifying the notes (semibreve, minim, crotchet and quaver) using their French rhythm names (taa-aa-aa-aa, taa-aa, taa, and ta-te) in groups, learners sing familiar songs then clap while chanting the rhythm of the song using French rhythm names. |
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4 |
1 |
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Rhythm : French Notes and symbols |
By the end of the sub strand, the learner should be able to:
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Learners practice writing the semibreve, minim, crotchet and a pair of quavers symbols. clap and chant French rhythm names of musical notes displayed on flash cards. Learners listen to and imitate rhythmic patterns played using the correct French rhythms names. Learners listen to and write rhythmic patterns using note symbols. Individually and in groups, learners use French rhythm names and note symbols (semibreve, minim, crotchet and quavers) to create simple rhythms. |
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5 |
1 |
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Rhythm : French Notes and symbols |
By the end of the sub strand, the learner should be able to:
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Learners practice writing the semibreve, minim, crotchet and a pair of quavers symbols. Learners clap and chant French rhythm names of musical notes displayed on flash cards. Learners listen to and imitate rhythmic patterns played using the correct French rhythms names. Learners listen to and write rhythmic patterns using note symbols. Individually and in groups, learners use French rhythm names and note symbols (semibreve, minim, crotchet and quavers) to create simple rhythms. |
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6 |
1 |
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Rhythm : Creating rhythm using note symbols |
By the end of the sub strand, the learner should be able to:
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Learners sing/listen to a song and are guided to identify songs in two or four beat patterns. Individually and in groups, learners clap/tap/stamp the beat/ pulse, strong and weak beats of music. In groups learners tap/use percussion instruments to imitate rhythms of songs in two and four beat patterns in groups learners play rhythmic games e.g. rhythmic dictation |
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7 |
1 |
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Rhythm : Creating rhythm using note symbols |
By the end of the sub strand, the learner should be able to:
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Learners sing/listen to a song and are guided to identify songs in two or four beat patterns. Individually and in groups, learners clap/tap/stamp the beat/ pulse, strong and weak beats of music. Individually and in groups learners tap/use percussion instruments to imitate rhythms of songs in two and four beat patterns in groups learners play rhythmic games e.g. rhythmic dictation |
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8 |
1 |
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Rhythm : Recognizing strong and weak beat in two and four beat patterns |
By the end of the sub strand, the learner should be able to:
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Learners sing/listen to a song and are guided to identify songs in two or four beat patterns. Individually and in groups, learners clap/tap/stamp the beat/ pulse, strong and weak beats of music. Clap/tap/use percussion instruments to imitate rhythms of songs in two and four beat patterns Learners play rhythmic games e.g. rhythmic dictation |
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9 |
1 |
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Melody : Singing the sol-fa syllables |
By the end of the Sub strand, the learner should be able to:
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In groups, learners sing familiar songs based on d, r, m, f, s e.g. excerpts of songs such as; Skip to My Lou and Na Maua Learners interpret hand signs for d, r, m, f, s as demonstrated by the teacher. Learners orally and aurally identify different pitches (d, r, m, f, s) displayed on flash cards or played on a melodic instrument. In pairs or in groups, learners play melody games for pitch discrimination. |
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10 |
1 |
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Melody : Interpreting hands signs of the sol-fa syllables |
By the end of the Sub strand, the learner should be able to:
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In pairs or groups, learners sing familiar songs based on d, r, m, f, s e.g. excerpts of songs such as; Skip to My Lou and Na Maua Learners interpret hand signs for d, r, m, f, s as demonstrated by the teacher. Identify different pitches (d, r, m, f, s) displayed on flash cards or played on a melodic instrument. In pairs or in groups, learners play melody games for pitch discrimination. |
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Melody : Creating short melodies using the sol-fa syllables |
By the end of the Sub strand, the learner should be able to:
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Individually and in group learners create short melodies using the sol-fa syllables d, r, m, f and s and rhythms learnt. Individually and in group learners are guided to play the melodies created using the descant recorder. Learners present their melodies in class for review and feedback from others. In school and at home learners record own and others’ or present the melodies for sharing and peer review Learners present their recordings in class as others review and give feedback |
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Melody : Creating short melodies using the sol-fa syllables |
By the end of the Sub strand, the learner should be able to:
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Individually and in groups learners create short melodies using the sol-fa syllables d, r, m, f and s and rhythms learnt. Individually and in group learners are guided to play the melodies created using the descant recorder. Learners present their melodies in class for review and feedback from others. In school and at home learners record own and others’ or present the melodies for sharing and peer review Learners present their recordings in class as others review and give feedback |
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LISTENI NG, RESPO NDING AND APPREC IATION |
Elements of Music |
By the end of the sub strand, the learner should be able to:
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In groups, learners brainstorm on what critical listening to music entails. Learners listen to a variety of music and are guided to discuss how different elements of music (melody, rhythm, dynamics, tempo, structure) are used using appropriate terminology. Learners listen to a variety of music and are guided to identify music in AB structure. |
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| Elements of Music |
By the end of the sub strand, the learner should be able to:
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In groups, learners brainstorm on what critical listening to music entails. Learners listen to a variety of music and are guided to discuss how different elements of music (melody, rhythm, dynamics, tempo, structure) are used using appropriate terminology. Learners listen to a variety of music and are guided to identify music in AB structure. |
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Elements of Music : Music structure- AB structure |
By the end of the sub strand, the learner should be able to:
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Learners sing songs in AB structure and are guided in identifying the two different sections.
Learners play simple melodies in AB structure using the descant recorder. In lass and at home, learners are guided by teacher/parent/guardian to listen to appropriate music from Digital/electronic devices or live performance and write short sentences describing the music. |
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Grade 5 Home Science Activities - Grade 5 Schemes of Work Term 3 2023
GRADE 5 MTP HOME SCIENCE ACTIVITIES
SCHEMES OF WORK TERM 3 2023
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Wk |
Lsn |
Strand/Theme |
Sub-strand |
Specific learning outcomes |
Key inquiry Questions |
Learning experiences |
Learning Resources |
Assessment methods |
Reflection |
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1 |
1 |
FOODS AND NUTRITION |
Deep frying - Procedures used to deep dry food |
By the end of the sub strand, the learner should be able to:
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MTP Home science Grade 5 Learners Bk. Pg. 86-87 MTP Home science Grade 5 TG Pg. 98 |
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2 |
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Deep frying- Deep frying food appropriatel y at home |
By the end of the sub strand, the learner should be able to:
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MTP Home science Grade 5 Learners Bk. Pg. 88 MTP Home science Grade 5 TG Pg. 98-99 |
Checklist test Observations Critiques Demonstration Self-assessment |
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3 |
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Deep frying – improvising cooking equipment for deep frying |
By the end of the sub strand, the learner should be able to:
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MTP Home science Grade 5 Learners Bk. Pg. 89 MTP Home science Grade 5 TG Pg. 99 |
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2 |
1 |
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Deep frying- Serving deep fried food at home |
By the end of the sub strand, the learner should be able to:
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MTP Home science Grade 5 Learners Bk. Pg. 89-90 MTP Home science Grade 5 TG Pg. 99-100 |
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2 |
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Deep frying – storing deep fried foods at home to avoid spoilage |
By the end of the sub strand, the learner should be able to:
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MTP Home science Grade 5 Learners Bk. Pg. 91-92 MTP Home science Grade 5 TG Pg. 100-101 |
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3 |
CLOTHING |
Stitches Permanent stitches used in sewing |
By the end of the sub strand, the learner should be able to:
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MTP Home science Grade 5 Learners Bk. Pg. 93 MTP Home science Grade 5 TG Pg. 106 |
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3
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1
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Stitches Different permanent stitches used in sewing |
By the end of the sub strand, the learner should be able to:
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MTP Home science Grade 5 Learners Bk. Pg. 95-96 MTP Home science Grade 5 TG Pg. 107 |
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2 |
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Stitches Permanent stitches – practicing how to use a needle correctly during sewing |
By the end of the sub strand, the learner should be able to:
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MTP Home science Grade 5 Learners Bk. Pg. 96-97 MTP Home science Grade 5 TG Pg. 107-108 |
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3 |
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Stitches Permanent stitches – making samples of permanent stitches (joining) |
By the end of the sub strand, the learner should be able to:
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MTP Home science Grade 5 Learners Bk. Pg. 97- 101 MTP Home science Grade 5 TG Pg. 108-109 |
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4
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1
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Stitches Permanent stitches - making samples of permanent stitches (joining)
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By the end of the sub strand, the learner should be able to:
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MTP Home science Grade 5 Learners Bk. Pg. 97-101 MTP Home science Grade 5 TG Pg. 108-109 |
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2 |
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Stitches Neatening stitches |
By the end of the sub strand, the learner should be able to:
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MTP Home science Grade 5 Learners Bk. Pg. 101- 104 MTP Home science Grade 5 TG Pg. 109-110 |
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3 |
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Stitches Neatening stitches |
By the end of the sub strand, the learner should be able to:
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MTP Home science Grade 5 Learners Bk. Pg. 101- 104 MTP Home science Grade 5 TG Pg. 109-110 |
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5 |
1 |
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Stitches Decorative stitches |
By the end of the sub strand, the learner should be able to:
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MTP Home science Grade 5 Learners Bk. Pg. 105- 109 MTP Home science Grade 5 TG Pg. 111- 112 |
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2 |
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Stitches Decorative stitches |
By the end of the sub strand, the learner should be able to:
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MTP Home science Grade 5 Learners Bk. Pg. 105- 109 MTP Home science Grade 5 TG Pg. 111-112 |
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3 |
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Stitches Making a pincushion for safe storage of pins |
By the end of the sub strand, the learner should be able to:
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MTP Home science Grade 5 Learners Bk. Pg. 110- 112 MTP Home science Grade 5 TG Pg. 112-113 |
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6 |
1 |
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Stitches Permanent stitches – Making an embroidere d stool cloth |
By the end of the sub strand, the learner should be able to:
|
|
|
MTP Home science Grade 5 Learners Bk. Pg. 113- 115 MTP Home science Grade 5 TG Pg. 113-114 |
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|
|
|
2 |
|
Stitches Permanent stitches – safety precautions to observe during needlework |
By the end of the sub strand, the learner should be able to:
|
|
|
MTP Home science Grade 5 Learners Bk. Pg. 115- 116 MTP Home science Grade 5 TG Pg. 114-115 |
|
|
|
|
3 |
|
Repair and maintenanc e of clothes - Gaping seam and hanging hem |
By the end of the sub strand, the learner should be able to:
|
|
NOTE: each repair (gaping seam and hanging hem) to be handled and assessed separately. |
MTP Home science Grade 5 Learners Bk. Pg. 117 MTP Home science Grade 5 TG Pg. 119 |
|
|
|
7 |
1 |
|
Repair and maintenanc e of clothes – repairing a gaping seam |
By the end of the sub strand, the learner should be able to:
|
|
NOTE: each repair (gaping seam and hanging hem) to be handled and assessed separately. |
MTP Home science Grade 5 Learners Bk. Pg. 117- 119 MTP Home science Grade 5 TG Pg. 119-120 |
|
|
|
|
2 |
|
Repair and maintenanc e of clothes repairing a gaping seam |
By the end of the sub strand, the learner should be able to:
|
|
|
MTP Home science Grade 5 Learners Bk. Pg. 117- 119 MTP Home science Grade 5 TG Pg. 119-120 |
|
|
|
|
3 |
|
Repair and maintenanc e of clothes –repairing a hanging hem |
By the end of the sub strand, the learner should be able to:
|
|
|
MTP Home science Grade 5 Learners Bk. Pg. 119- 120 MTP Home science Grade 5 TG Pg. 120 |
|
|
|
8 |
1 |
|
Repair and maintenanc e of clothes - repairing a hanging hem |
By the end of the sub strand, the learner should be able to:
|
|
NOTE: each repair (gaping seam and hanging hem) to be handled and assessed separately. |
MTP Home science Grade 5 Learners Bk. Pg. 119- 120 MTP Home science Grade 5 TG Pg. 120 |
|
|
|
|
2 |
|
Repair and maintenanc e of clothes – safety measures to observe while repairing gaping seams and hanging hems |
By the end of the sub strand, the learner should be able to:
|
|
NOTE: each repair (gaping seam and hanging hem) to be handled and assessed separately. |
MTP Home science Grade 5 Learners Bk. Pg. 122- 123 MTP Home science Grade 5 TG Pg. 121 |
|
|
|
|
3 |
|
Laundry work |
By the end of the sub strand, the learner should be able to:
|
|
|
MTP Home science Grade 5 Learners Bk. Pg. 124 MTP Home science Grade 5 TG Pg. 126 |
|
|
|
9 |
1 |
|
Laundry work – reasons for laundry work In the maintenance of clothes |
By the end of the sub strand, the learner should be able to:
|
|
|
MTP Home science Grade 5 Learners Bk. Pg. 124- 125 MTP Home science Grade 5 TG Pg. 126 |
|
|
|
|
2 |
|
Laundry work – classificatio n of textile fibres |
By the end of the sub strand, the learner should be able to:
|
|
|
MTP Home science Grade 5 Learners Bk. Pg. 126- 127 MTP Home science Grade 5 TG Pg. 127 |
|
|
|
|
3 |
|
Laundry work – care labels on clothes |
By the end of the sub strand, the learner should be able to:
|
|
|
MTP Home science Grade 5 Learners Bk. Pg. 128-129 MTP Home science Grade 5 TG Pg. 128-129 |
|
|
|
10 |
1 |
|
Laundry work – safety precautions to observe when laundering different clothes at home |
By the end of the sub strand, the learner should be able to:
|
|
|
MTP Home science Grade 5 Learners Bk. Pg. 131- 132 MTP Home science Grade 5 TG Pg. 128-129 |
|
|
|
|
2 |
|
Laundry work – procedure for laundering white and fast coloured cotton shirt or blouse |
By the end of the sub strand, the learner should be able to:
|
|
|
MTP Home science Grade 5 Learners Bk. Pg. 132- 134 MTP Home science Grade 5 TG Pg. 130 |
|
|
|
|
3 |
|
Laundry work – laundering a fast – coloured cotton shirt or blouse |
By the end of the sub strand, the learner should be able to:
|
|
|
MTP Home science Grade 5 Learners Bk. Pg. 135- 136 MTP Home science Grade 5 TG Pg. 130- 131 |
|
|
|
|
|
|
Laundry work - coloured cotton shirt or blouse |
By the end of the sub strand, the learner should be able to:
|
|
|
MTP Home science Grade 5 Learners Bk. Pg. 135- 136 MTP Home science Grade 5 TG Pg. 130- 131 |
|
|
|
|
|
|
Laundry work – cleaning and storing equipment and materials used in laundry work |
By the end of the sub strand, the learner should be able to:
|
|
|
MTP Home science Grade 5 Learners Bk. Pg. 137- 140 MTP Home science Grade 5 TG Pg. 131-
|
|
|
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,
|
|
|
Kielelezo cha insha ya masimulizi |
|
|
|
|
2 |
Sarufi |
Mnyambuliko waVitenzi: Kauli za kutendewa, kutendeka na kutendana |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
|
Mwanafunzi:
|
Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango |
|
|
|
3
|
|
Mnyambuliko waVitenzi: Kauli za kutendewa, kutendeka na kutendana
|
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
|
Mwanafunzi:
|
Tarakilishi/vip akatalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango
|
|
|
|
|
|
4 |
|
Mnyambuliko wa Vitenzi: Kauli za kutendewa, kutendeka na kutendana |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
|
Mwanafunzi:
|
Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango |
|
|
|
2 |
1 |
MAGON JWA |
Kusikiliza na Kuzungumza: Mazungumzo ya Kimuktadha: Mazungumzo katika miktadha rasmi |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
|
Mwanafunzi:
|
Chati Michoro na picha Mgeni mwalikwa , video) Mti maneno Kapu maneno Vitabu mbalimbali |
|
|
|
|
2 |
|
Kusikiliza na Kuzungumza: Mazungumzo ya Kimuktadha: Mazungumzo katika miktadha rasmi |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
|
|
Chati Michoro na picha Mgeni mwalikwa , video) Mti maneno Kapu maneno Vitabu mbalimbali |
|
|
|
|
3 |
Kusoma |
Kusoma kwa Mapana: Matini |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
|
Mwanafunzi:
|
Tarakilishi/vipak atalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi |
|
|
|
4 |
|
Kusoma kwa Mapana: Matini |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
|
Mwanafunzi:
|
Tarakilishi/vipak atalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi |
|
|
|
|
3 |
1 |
Kuandi ka |
Insha za Maelezo |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze,
|
|
Mwanafunzi:
|
Kielelezo cha insha ya maelezo |
|
|
|
|
2 |
|
Insha za Maelezo |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze,
|
|
|
Kielelezo cha insha ya maelezo |
|
|
|
3 |
Sarufi |
Vinyume: Vinyume vya Vitenzi |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
|
Mwanafunzi
|
Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango |
|
|
|
|
|
4 |
|
Vinyume: Vinyume vya Vitenzi |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
|
Mwanafunzi
|
Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango |
|
|
|
4 |
1 |
KUDHIB ITI ITIKADI ZA KIDINI NA KIJAMII |
Kusikiliza na Kuzungumza: Tashbihi: Tashbihi za tabia |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
|
Mwanafunzi:
|
Chati Michoro na picha Mgeni mwalikwa video Mti maneno Kapu maneno Vitabu mbalimbali |
|
|
|
|
2 |
|
Kusikiliza na Kuzungumza: Tashbihi: Tashbihi za tabia |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
|
|
Chati Michoro na picha Mgeni mwalikwa video Mti maneno Kapu maneno Vitabu mbalimbali |
|
|
|
|
3 |
Kusoma |
Kusoma Mapana: Matini ya Kidijitali |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
|
Mwanafunzi:
|
Tarakilishi/vipak atalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi |
|
|
|
4 |
|
Kusoma Mapana: Matini ya Kidijitali |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
|
|
Tarakilishi/vipak atalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi |
|
|
|
|
5 |
1 |
Kuandi ka |
Aina za Insha: Insha ya masimulizi |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
|
Mwanafunzi:
|
Kielelezo cha insha ya masimulizi |
|
|
|
|
2 |
|
Aina za Insha: Insha ya masimulizi |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
|
|
Kielelezo cha insha ya masimulizi |
|
|
|
3 |
Sarufi |
Nyakati na Hali
|
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
|
Mwanafunzi:
|
Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango |
|
|
|
|
|
4 |
|
Nyakati na Hali
|
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
|
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
|
Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango |
|
|
|
6 |
1 |
|
Nyakati na Hali
|
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
|
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
|
Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango |
|
|
|
2 |
UWEKE ZAJI |
Kusikiliza na Kuzungumza: Kutoa Masimulizi |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
|
Mwanafunzi:
|
Chati Michoro na picha Mgeni mwalikwa video Mti maneno Kapu maneno Vitabu mbalimbali |
|
|
|
|
|
3 |
|
Kusikiliza na Kuzungumza: Kutoa Masimulizi |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
|
|
Chati Michoro na picha Mgeni mwalikwa video Mti maneno Kapu maneno Vitabu mbalimbali |
|
|
|
|
4 |
Kusoma |
Kusoma kwa Ufahamu: Kifungu cha hadithi |
Kufikia mwisho wa mada ndogo,mwanafunzi aweze:
|
|
Mwanafunzi:
|
Tarakilishi/vipak atalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi |
|
|
|
7 |
1 |
|
Kusoma kwa Ufahamu: Kifungu cha hadithi |
Kufikia mwisho wa mada ndogo,mwanafunzi aweze:
|
|
|
Tarakilishi/vip akatalishi Kinasasauti Rununu projekta Kinasasa uti Rununu projekta Nakala ya shairikamusi |
|
|
|
|
2
|
Kuandi ka
|
Kuandika Insha: Baruapepe
|
Kufikia mwisho wa mada ndogo,mwanafunzi aweze:
|
|
Mwanafunzi:
|
Kielelezo chainsha ya baruapepe |
|
|
|
3 |
|
Kuandika Insha: Baruapepe |
Kufikia mwisho wa mada ndogo,mwanafunzi aweze:
|
|
|
Kielelezo chainsha ya baruapepe |
|
|
|
|
|
4 |
Sarufi |
Ukanushaji wa maneno na sentensi: Viambishi vya nafsi na wakati katika sentensi |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
|
Mwanafunzi:
|
Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango |
|
|
|
8 |
1 |
|
Ukanushaji wa maneno na sentensi: Viambishi vya nafsi na wakati katika sentensi |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
|
|
Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango |
|
|
|
2 |
|
Ukanushaji wa maneno na sentensi: Viambishi vya nafsi na wakati katika sentensi |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
|
|
Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango |
|
|
|
|
|
3 |
|
Ukubwa na udogo wa nomino: Nomino zinazoanza kwa m- na zenye mzizi wa silabi mbili |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
|
Mwanafunzi:
|
Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango |
|
|
|
|
4 |
|
Ukubwa na udogo wa nomino: Nomino zinazoanza kwa m- na zenye mzizi wa silabi mbili |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
|
|
Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango |
|
|
|
9 |
1 |
|
Ukubwa na udogo wa nomino: Ukubwa na udogo wa nomino zinazoanza kwa herufi n |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
|
Mwanafunzi:
|
Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango |
|
|
|
|
2 |
|
Ukubwa na udogo wa nomino: Ukubwa na udogo wa nomino zinazoanza kwa herufi n |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
|
|
Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango |
|
|
|
|
3-4 |
Marudio |
|||||||
|
10 |
|
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 |
|
|
|
|
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 |
|
|
|
|
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 |
|
|
|
|
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 |
|
|
|
|
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 |
|
|
|
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 |
|
|
|
|
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 |
|
|
|
|
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
|
|
|
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;
|
How can we practice democracy in our society? |
Learners are guided to:
|
|
|
|
||
|
2 |
|
Benefits of Democracy |
By the end of the sub strand the learner should be able to;
|
How can we practice democracy in our society? |
|
|
|
|
|||
|
|
3 |
|
Electoral Process In Kenya |
By the end of the sub strand, the learner should be able to;
|
Why should we vote? |
Learners are guided to:
|
|
|
|
||
|
8 |
1 |
|
Electoral Process In Kenya |
By the end of the sub strand, the learner should be able to;
|
Why should we vote? |
Learners are guided to:
|
|
|
|
||
|
|
2 |
|
Electoral Process In Kenya |
By the end of the sub strand, the learner should be able to;
|
Why should we vote? |
Discuss in groups the voting steps in Kenya
|
|
|
|
||
|
|
3 |
|
Electoral Process In Kenya |
By the end of the sub strand, the learner should be able to;
|
Why should we vote? |
|
|
|
|
||
|
9 |
1 |
|
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;
|
What is the work of Government in our country? |
Learners are guided to:
|
|
|
|
||
|
|
2 |
|
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;
|
What is the work of Government in our country? |
Learners are guided to:
|
|
|
|
||
|
|
3 |
|
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;
|
What is the work of Government in our country? |
|
|
|
|
||
|
10 |
1 |
|
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;
|
What is the work of Government in our country? |
|
|
|
|
||
|
|
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
|
|
|
MTP Agriculture Grade 5 Leaners Bk. Pg.70-71 MTP Agriculture Grade 5 TG. Pg.112 |
|
|
|
|
2 |
|
Care for vegetable seedlings in the nursery bed |
By the end of the sub strand the learner should be able to:
|
|
|
MTP Agriculture Grade 5 Leaners Bk. Pg.72 MTP Agriculture |
|
|
|
|
3 |
|
Care for vegetable seedlings in the nursery bed |
By the end of the sub strand the learner should be able to
|
|
|
MTP Agriculture Grade 5 Leaners Bk. Pg.72 MTP Agriculture Grade 5 TG. Pg. 113-114 |
|
|
|
2
|
1
|
|
Preparing the seedbed for planting vegetables |
By the end of the sub strand the learner should be able to
|
|
|
MTP Agriculture Grade 5 TG. Pg. 115-116 |
|
|
|
|
2
|
|
Procedure of transplanti ng |
By the end of the sub strand the learner should be able to
|
|
|
MTP Agriculture Grade 5 Leaners Bk. Pg.74-75 MTP Agriculture Grade 5 TG. Pg. 117-116 |
|
|
|
|
3
|
|
Procedure of transplanti ng
|
By the end of the sub strand the learner should be able to
|
|
|
MTP Agriculture Grade 5 Leaners Bk. Pg.74-75 MTP Agriculture Grade 5 TG. Pg. 117-116 |
|
|
|
3
|
1
|
|
Selling surplus vegetable seedlings |
By the end of the sub strand the learner should be able to
|
|
|
MTP Agriculture Grade 5 Leaners Bk. Pg.76 MTP Agriculture Grade 5 TG. Pg. 120-121 |
|
|
|
|
2 |
|
Identifying gardening practices for vegetables |
By the end of the sub strand the learner should be able to
|
|
|
MTP Agriculture Grade 5 Leaners Bk. Pg.77-78 MTP Agriculture Grade 5 TG. Pg. 121-122 |
|
|
|
|
3 |
|
Taking care of growing vegetable crops |
By the end of the sub strand the learner should be able to
|
|
|
MTP Agriculture Grade 5 Leaners Bk. Pg.79-80 MTP Agriculture Grade 5 TG. Pg. 122-123 |
|
|
|
4 |
1 |
|
Identifying vegetables suitable for harvesting |
By the end of the sub strand the learner should be able to
|
|
|
MTP Agriculture Grade 5 Leaners Bk. Pg.81-82 MTP Agriculture Grade 5 TG. Pg. 124-126 |
|
|
|
|
2
|
|
Harvesting vegetables
|
By the end of the sub strand the learner should be able to
|
|
|
MTP Agriculture Grade 5 Leaners Bk. Pg.83 MTP Agriculture Grade 5 TG. Pg. 126-127 |
|
|
|
|
3 |
|
Keeping consumptio n and sales record |
By the end of the sub strand the learner should be able to
|
|
|
MTP Agriculture Grade 5 Leaners Bk. Pg.84 MTP Agriculture Grade 5 TG. Pg. 128-131 |
|
|
|
5 |
1 |
|
Innovative Gardening: Vertical and Horizontal gardening |
By the end of the sub strand the learner should be able to
|
|
|
MTP Agriculture Grade 5 Leaners Bk. Pg.88 MTP Agriculture Grade 5 TG. Pg. 133 |
|
|
|
|
2
|
|
Innovative gardening practices
|
By the end of the sub strand the learner should be able to
|
|
|
MTP Agriculture Grade 5 Leaners Bk. Pg.89-90 MTP Agriculture Grade 5 TG. Pg. 134 |
|
|
|
|
3 |
|
Innovative gardening practices |
By the end of the sub strand the learner should be able to
|
|
|
MTP Agriculture Grade 5 Leaners Bk. Pg.89-90 MTP Agriculture Grade 5 TG. Pg. 134 |
|
|
|
6 |
1 |
|
Innovative gardening practices |
By the end of the sub strand the learner should be able to
|
|
|
MTP Agriculture Grade 5 Leaners Bk. Pg.89-90 MTP Agriculture Grade 5 TG. Pg. 134 |
|
|
|
|
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 |
|
|
|
|
3
|
|
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 |
|
|
|
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 |
|
|
|
|
3 |
|
Importance of innovative gardening |
By the end of the sub strand the learner should be able to
|
|
|
MTP Agriculture Grade 5 Leaners Bk. Pg.93 MTP Agriculture Grade 5 TG. Pg. 136-137 |
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8
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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
|
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MTP Agriculture Grade 5 Leaners Bk. Pg.95 MTP Agriculture Grade 5 TG. Pg. 140-141 |
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4 |
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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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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
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Determinin g the right stage of 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.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
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MTP Agriculture Grade 5 Leaners Bk. Pg.97-98 MTP Agriculture Grade 5 TG. Pg. 142-145 |
|
|
IRE Activities - Grade 5 Schemes of Work Term 1 2023
ISLAMIC RELIGIOUS ACTIVITIES
GRADE 5 SCHEMES OF WORK TERM 1 2023
| WEEK | LESSON | STRAND | SUB STRAND | SPECIFIC LEARNING OUTCOMES | KEY INQUIRY QUESTIONS | LEARNING EXPERIENCE | LEARNING RESOURCES | ASSESSMENT METHODS | REFL |
| 1 | 1 | QUR’AN |
Selected Surah: Al-Kauthar |
By the end of the sub strand, the learner should be able to:
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| 2 | Selected Surah: Al-Kauthar |
By the end of the sub strand, the learner should be able to:
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| 3 | Selected Surah: Al-Kauthar |
By the end of the sub strand, the learner should be able to:
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| 2 | 1 | Selected Surah: Al-Kauthar |
By the end of the sub strand, the learner should be able to:
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| 2 | Selected Surah: - Al-Maun |
By the end of the sub strand, the learner should be able to:
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| 3 | Selected Surah: - Al-Maun |
By the end of the sub strand, the learner should be able to:
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| 3 | 1 | Selected Surah: - Al-Maun |
By the end of the sub strand, the learner should be able to:
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| 2 | Selected Surah: - Al-Maun |
By the end of the sub strand, the learner should be able to:
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| 3 | Selected Surah: - Al-Quraysh |
By the end of the sub strand, the learner should be able to:
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| 4 | 1 | Selected Surah: - Al-Quraysh |
By the end of the sub strand, the learner should be able to:
|
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| 2 | Selected Surah: - Al-Quraysh |
By the end of the sub strand, the learner should be able to:
|
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| 3 | Selected Surah: - Al-Quraysh |
By the end of the sub strand, the learner should be able to:
|
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| 5 | 1 | Selected Surah: - Al-Fil |
By the end of the sub strand, the learner should be able to:
|
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| 2 | Selected Surah: - Al-Fil |
By the end of the sub strand, the learner should be able to:
|
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| 3 | Selected Surah: - Al-Fil |
By the end of the sub strand, the learner should be able to:
|
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| 6 | 1 | Selected Surah: - Al-Fil |
By the end of the sub strand, the learner should be able to:
|
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|
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| 2 | 2 HADITH |
Hadith on good behaviour |
By the end of the sub strand, the learner should be able to:
|
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| 3 |
Hadith on good behaviour |
By the end of the sub strand, the learner should be able to:
|
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| 7 | 1 | Hadith on good behaviour |
By the end of the sub strand, the learner should be able to:
|
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|
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| 2 | Hadith on Greeting |
|
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| 3 | Hadith on Greeting |
By the end of the sub strand, the learner should be able to:
|
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| 8 | 1 | Hadith on Greeting |
By the end of the sub strand, the learner should be able to:
|
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| 2 | Hadith on knowledge |
By the end of the sub strand, the learner should be able to:
|
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| 3 | Hadith on knowledge |
By the end of the sub strand, the learner should be able to:
|
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| 9 | 1 | Hadith on knowledge |
|
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| 2 | Hadith on responsible living |
By the end of the sub strand, the learner should be able to:
|
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| 3 | Hadith on responsible living |
By the end of the sub strand, the learner should be able to:
|
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| 10 | ASSESSMENT | ||||||||
Grade 5 Hindu Activities - Grade 5 Schemes of Work Term 3 2023
HINDU RELIGIOUS ACTIVITIES.
GRADE 5 SCHEMES OF TERM 3 2023
|
Wk |
Lsn |
Strand/Theme |
Sub strand |
Specific learning outcomes |
Key inquiry Questions |
Learning experiences |
Learning Resources |
Assessment methods |
Refl |
|
1
|
PREPARATIONS |
||||||||
|
2 |
1 |
UTSAV (Festivals) |
Significance, rites and rituals, prayers/songs Vaisakhi |
By the end of the Sub strand the learner should be able to:
|
|
Learner could be guided to:
|
Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
Observation, QA, Essay writing, Role modelling, projects |
|
|
|
2 |
|
Significance, rites and rituals, prayers/songs Vaisakhi |
By the end of the Sub strand the learner should be able to:
|
|
Learner could be guided to:
|
Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
Observation, QA, Essay writing, Role modelling, projects |
|
|
|
3
|
|
Significance, rites and rituals, prayers/song s Vaisakhi |
By the end of the Sub strand the learner should be able to:
|
|
Learner could be guided to:
|
Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
Observation, QA, Essay writing, Role modelling, projects |
|
|
3 |
1 |
|
Significance, rites and rituals, prayers/songs Vaisakhi |
By the end of the Sub strand the learner should be able to:
|
|
Learner could be guided to:
|
Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
Observation, QA, Essay writing, Role modelling, projects |
|
|
|
2 |
|
Significance, rites and rituals, prayers/songs Vaisakhi |
By the end of the Sub strand the learner should be able to:
|
|
Learner could be guided to:
|
Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
Observation, QA, Essay writing, Role modelling, projects |
|
|
|
3 |
|
Significance, rites and rituals, prayers/songs Vaisakhi |
By the end of the Sub strand the learner should be able to:
|
|
Learner could be guided to:
|
Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
Observation, QA, Essay writing, Role modelling, projects |
|
|
4 |
1 |
YOGA (Wholistic wellness) |
Physical aspect of Yoga 8.1.1 Pranaayam |
By the end of the Sub strand the learner should be able to:
|
|
Learner could be guided to:
|
Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
Observation, QA, Essay writing, Role modelling, projects |
|
|
|
2 |
|
Bhadra asana, (Ardha utrasana, Sasank asana) (Physical postures) |
By the end of the Sub strand the learner should be able to:
|
|
Learner could be guided to:
|
Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
Observation, QA, Essay writing, Role modelling, projects |
|
|
|
3 |
|
Communal aspects of Yoga |
By the end of the Sub strand the learner should be able to:
|
|
Learner could be guided to:
|
Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
Observation, QA, Essay writing, Role modelling, projects |
|
|
5 |
1 |
|
Communal aspects of Yoga exercises) |
By the end of the Sub strand the learner should be able to:
|
|
Learner could be guided to:
|
Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
Observation, QA, Essay writing, Role modelling, projects
|
|
|
|
2 |
|
Spiritual aspects of Yoga Meditation Commitment (Sankalp) |
By the end of the Sub strand the learner should be able to:
|
|
Learner could be guided to:
|
Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
Observation, QA, Essay writing, Role modelling, projects |
|
|
|
3 |
|
Spiritual aspects of Yoga Meditation Commitment (Sankalp) |
By the end of the Sub strand the learner should be able to:
|
|
Learner could be guided to:
|
Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
Observation, QA, Essay writing, Role modelling, projects |
|
|
6- 10 |
|
REVISION/ASSESSMENT |
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Grade 5 IRE Activities - Grade 5 Schemes of Work Term 3 2023
ISLAMIC RELIGIOUS EDUCATION ACTIVITIES. GRADE FIVE SCHEMES OF WORK TERM 3 2023
|
Wk |
Ls n |
Strand/ Theme |
Sub strand |
Specific learning outcomes |
Key inquiry Questions |
Learning experiences |
Learning Resources |
Assessment methods |
Reflection |
|
1 |
1 |
DEVOTI ONAL ACTS |
Nullifiers of saum |
By the end of the sub strand, the learner should be able to:
|
|
Individually/in pairs/in small groups, learners are guided to:
|
Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs |
Oral assessment and observation schedule, written assessments, portfolio, Journals |
|
|
|
2 |
|
Nullifiers of saum |
By the end of the sub strand, the learner should be able to:
|
|
Individually/in pairs/in small groups, learners are guided to:
|
Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs |
Oral assessment and observation schedule, written assessments, portfolio, Journals |
|
|
|
3 |
AKHLAQ (MORAL VALUES) |
Virtues: Sabr (Patience) |
By the end of the sub strand, the learner should be able to:
|
|
Individually/in pairs/in small groups, learners are guided to:
|
Charts, course books, Digital devices, |
Oral assessment, observation schedule |
|
|
2 |
1 |
|
Virtues: Sabr (Patience) |
By the end of the sub strand, the learner should be able to:
|
|
Individually/in pairs/in small groups, learners are guided to:
|
Charts, course books, Digital devices, |
Oral assessment, observation schedule |
|
|
|
2 |
|
Effects of social media |
By the end of the sub strand, the learner should be able to:
|
|
Individually/in pairs/in small groups, learners are guided to:
|
Charts, course books, Digital devices, |
Oral assessment, observation schedule |
|
|
|
3 |
|
Effects of social media |
By the end of the sub strand, the learner should be able to:
|
|
Individually/in pairs/in small groups, learners are guided to:
|
Charts, course books, Digital devices, |
Oral assessment, observation schedule |
|
|
3 |
1 |
|
Vices: Evils of gambling |
By the end of the sub strand, the learner should be able to:
|
|
Individually/in pairs/in small groups, learners are guided to:
|
Charts, course books, Digital devices, |
Oral assessment, observation schedule |
|
|
|
2 |
|
Vices: Evils of gambling |
By the end of the sub strand, the learner should be able to:
|
|
Individually/in pairs/in small groups, learners are guided to:
|
Charts, course books, Digital devices, |
Oral assessment, observation schedule |
|
|
|
3 |
|
Dua (Supplications) Dua on increase in knowledge |
By the end of the sub strand, the learner should be able to:
|
|
Individually/in pairs/in small groups, learners are guided to:
|
Charts, course books, Digital devices, |
Oral assessment, observation schedule |
|
|
4 |
1 |
|
Dua (Supplications) Dua on increase in knowledge |
By the end of the sub strand, the learner should be able to:
|
|
Individually/in pairs/in small groups, learners are guided to:
|
Charts, course books, Digital devices, |
Oral assessment, observation schedule |
|
|
|
2 |
|
Dua (Supplications) Dua on increase in knowledge |
By the end of the sub strand, the learner should be able to:
|
|
Individually/in pairs/in small groups, learners are guided to:
|
Charts, course books, Digital devices, |
Oral assessment, observation schedule |
|
|
|
3 |
MUAMA LAT |
Etiquette of Islamic wedding celebrations |
By the end of the sub strand, the learner should be able to:
|
|
Individually/in pairs/in small groups, learners are guided to:
|
Digital devices, realia, shop items. |
Oral questions, observation schedule, written assessment, project work |
|
|
5 |
1 |
|
Etiquette of Islamic wedding celebrations
|
By the end of the sub strand, the learner should be able to:
|
|
Individually/in pairs/in small groups, learners are guided to:
|
Digital devices, realia, shop items. |
Oral questions, observation schedule, written assessment, project work |
|
|
|
2 |
|
Rights of Neighbours |
By the end of the sub strand, the learner should be able to:
|
|
Individually/in pairs/in small groups, learners are guided to:
|
Digital devices, realia, shop items. |
Oral questions, observation schedule, written assessment, project work |
|
|
|
3 |
|
Rights of Neighbours |
By the end of the sub strand, the learner should be able to:
|
|
Individually/in pairs/in small groups, learners are guided to:
|
Digital devices, realia, shop items. |
Oral questions, observation schedule, written assessment, project work |
|
|
6 |
12 |
|
Islamic rules of buying and selling |
By the end of the sub strand, the learner should be able to:
|
|
Individually/in pairs/in small groups, learners are guided to:
|
Digital devices, realia, shop items. |
Oral questions, observation schedule, written assessment, project work |
|
|
|
2 |
|
Islamic rules of buying and selling |
By the end of the sub strand, the learner should be able to:
|
|
Individually/in pairs/in small groups, learners are guided to:
|
Digital devices, realia, shop items. |
Oral questions, observation schedule, written assessment, project work |
|
|
|
3 |
HISTOR Y OF ISLAM |
Prophet (s.a.w)’s journey to Taif. |
By the end of the sub strand, the learner should be able to:
|
|
Individually/in pairs/in small groups, learners are guided to:
|
Story books on the sirah, course books and digital devices Islamic calendar/charts |
Oral questions, observation schedule, project |
|
|
7 |
1 |
|
Prophet (s.a.w)’s journey to Taif. |
By the end of the sub strand, the learner should be able to:
|
|
Individually/in pairs/in small groups, learners are guided to:
|
Story books on the sirah, course books and digital devices Islamic calendar/charts |
Oral questions, observation schedule, project |
|
|
|
2 |
|
Prophet (s.a.w)’s journey to Taif. |
By the end of the sub strand, the learner should be able to:
|
|
Individually/in pairs/in small groups, learners are guided to:
|
Story books on the sirah, course books and digital devices Islamic calendar/charts |
Oral questions, observation schedule, project |
|
|
|
3 |
|
Pledges of Aqabah |
By the end of the sub strand, the learner should be able to:
|
|
Individually/in pairs/in small groups, learners are guided to:
|
Story books on the sirah, course books and digital devices Islamic calendar/charts |
Oral questions, observation schedule, project |
|
|
8 |
1 |
|
Pledges of Aqabah |
By the end of the sub strand, the learner should be able to:
|
|
Individually/in pairs/in small groups, learners are guided to:
|
Story books on the sirah, course books and digital devices Islamic calendar/charts |
Oral questions, observation schedule, project |
|
|
|
2 |
|
Pledges of Aqabah |
By the end of the sub strand, the learner should be able to:
|
|
Individually/in pairs/in small groups, learners are guided to:
|
Story books on the sirah, course books and digital devices Islamic calendar/charts |
Oral questions, observation schedule, project |
|
|
|
3 |
|
Hijra to Madina |
By the end of the sub strand, the learner should be able to:
|
|
Individually/in pairs/in small groups, learners are guided to:
|
Story books on the sirah, course books and digital devices Islamic calendar/charts |
Oral questions, observation schedule, project |
|
|
9 |
1 |
|
Hijra to Madina |
By the end of the sub strand, the learner should be able to:
|
|
Individually/in pairs/in small groups, learners are guided to:
|
Story books on the sirah, course books and digital devices Islamic calendar/charts |
Oral questions, observation schedule, project |
|
|
|
2 |
|
Hijra to Madina |
By the end of the sub strand, the learner should be able to:
|
|
|
Story books on the sirah, course books and digital devices Islamic calendar/charts |
Oral questions, observation schedule, project |
|
|
|
3 |
|
Unity between the Muhajirun and the Ansar |
By the end of the sub strand, the learner should be able to:
|
|
Individually/in pairs/in small groups, learners are guided to:
|
Story books on the sirah, course books and digital devices Islamic calendar/charts |
Oral questions, observation schedule, project |
|
|
10 |
1 |
|
Unity between the Muhajirun and the Ansar |
By the end of the sub strand, the learner should be able to:
|
|
Individually/in pairs/in small groups, learners are guided to:
|
Story books on the sirah, course books and digital devices Islamic calendar/charts |
Oral questions, observation schedule, project |
|
|
|
2 |
|
Unity between the Muhajirun and the Ansar |
By the end of the sub strand, the learner should be able to:
|
|
Individually/in pairs/in small groups, learners are guided to:
|
Story books on the sirah, course books and digital devices Islamic calendar/charts
|
Oral questions, observation schedule, project
|
|
|
|
3 |
ASSESSMENT |
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