Wk

Lsn

Strand/Theme

  Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Refl

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:

1. Discuss the roles of costumes, ornaments and body adornment in a folk dance.
2. use costumes, body adornments and ornaments in a folk dance
3. appreciate the role of participants, costumes, body adornment, ornaments in a folk dance

1. What is the role of costumes, body adornment and ornaments in a dance?
2. What is the role of different participants in a dance?
3. Which materials can be used to make costumes, body adornment or ornaments?

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..

• Locally available materials to make body ornaments
• Audio/visual
• recordings of folk dances
• Resource persons
• Musical instruments connectivity

• Observation checklist
• Portfolio

2

1

Making a costume/Orname nt

By the end of the sub strand, the learner should be able to:

1. make a costume or an ornament using locally available materials
2. Discuss the procedure of making an ornament/costume
3. appreciate the role of participants, costumes, body adornment, ornaments in a folk dance

1. What is the role of costumes, body adornment and ornaments in a dance?
2. What is the role of different participants in a dance?
3. Which materials can be used to make costumes, body adornment or ornaments?

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

• Locally available materials to make body ornaments
• Audio/visual
• recordings of folk dances
• Resource persons
• Musical instruments connectivity

• Observation checklist
• Portfolio

3

1

CREATI NG/CO MPOSIN G

Rhythm : Interpreting French Rhythm

By the end of the sub strand, the learner should be able to:

1. interpret French rhythm names in a rhythmic pattern
2. Define the term rhythm
3. appreciate rhythms created by self and others

1. How are rhythmic patterns created?

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.

• Song excerpts
• Percussion instruments
• Melodic instruments
• Audio recordings of songs

• Observation checklist
• Portfolio

4

1

Rhythm : French Notes and symbols

By the end of the sub strand, the learner should be able to:

1. associate French rhythm names of notes with their symbols
2. write rhythms of familiar tunes using French rhythm names and their
3. appreciate rhythms created by self and others

1. How are rhythmic patterns created?

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.

• Song excerpts
• Percussion instruments
• Melodic instruments
• Audio recordings of songs

• Observation checklist
• Portfolio

5

1

Rhythm : French Notes and symbols

By the end of the sub strand, the learner should be able to:

1. associate French rhythm names of notes with their symbols
2. write rhythms of familiar tunes using French rhythm names and their corresponding symbols
3. appreciate rhythms created by self and others

1. How are rhythmic patterns created?

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.

• Song excerpts
• Percussion instruments
• Melodic instruments
• Audio recordings of songs

• Observation checklist
• Portfolio

6

1

Rhythm : Creating rhythm using note symbols

By the end of the sub strand, the learner should be able to:

1. create simple rhythms using note symbols
2. aurally recognize strong and weak beats in two and four beat patterns
3. appreciate rhythms created by self and others

1. How are rhythmic patterns created?

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

• Song excerpts
• Percussion instruments
• Melodic instruments
• Audio recordings of songs

• Observation checklist
• Portfolio

7

1

Rhythm : Creating rhythm using note symbols

By the end of the sub strand, the learner should be able to:

1. create simple rhythms using note symbols
2. aurally recognize strong and weak beats in two and four beat patterns
3. appreciate rhythms created by self and others

1. How are rhythmic patterns created?

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

• Song excerpts
• Percussion instruments
• Melodic instruments
• Audio recordings of songs

• Observation checklist
• Portfolio

8

1

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:

1. Play rhythmic games
2. aurally recognize strong and weak beats in two and four beat patterns
3. appreciate rhythms created by self and others

1. How are rhythmic patterns created?

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

• Song excerpts
• Percussion instruments
• Melodic instruments
• Audio recordings of songs

• Observation checklist
• Portfolio

9

1

Melody : Singing the sol-fa syllables

By the end of the Sub strand, the learner should be able to:

1. sing the sol-fa syllables for pitch discrimination
2. interpret corresponding hand signs of the sol-fa syllables
3. appreciate melodies created by self and others

1. How can you perform a melody in different ways?
2. What makes a melody interesting?

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.

• Sheet music
• Audio recording
• Melodic instruments
• Flash cards

• Aural tests
• Oral tests
• Written tests
• Portfolio

10

1

Melody : Interpreting hands signs of the sol-fa syllables

By the end of the Sub strand, the learner should be able to:

1. sing the sol-fa syllables for pitch discrimination
2. interpret corresponding hand signs of the sol-fa syllables
3. appreciate melodies created by self and others

1. How can you perform a melody in different ways?
2. What makes a melody interesting?

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.

• Sheet music
• Audio recording
• Melodic instruments
• Flash cards

• Aural tests
• Oral tests
• Written tests
• Portfolio

Melody : Creating short melodies using the sol-fa syllables

By the end of the Sub strand, the learner should be able to:

1. create short melodies using the sol-fa syllables
2. play own created melodies on the descant recorder
3. appreciate melodies created by self and others

1. How can you perform a melody in different ways?
2. What makes a melody interesting?

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

• Sheet music
• Audio recording
• Melodic instruments

• Flash cards

• Aural tests
• Oral tests
• Written tests
• Portfolio

Melody : Creating short melodies using the sol-fa syllables

By the end of the Sub strand, the learner should be able to:

1. create short melodies using the sol-fa syllables
2. play own created melodies on the descant recorder
3. appreciate melodies created by self and others

1. How can you perform a melody in different ways?
2. What makes a melody interesting?

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

• Sheet music
• Audio recording
• Melodic instruments
• Flash cards

• Aural tests
• Oral tests
• Written tests
• Portfolio

LISTENI NG, RESPO NDING AND APPREC IATION

Elements of Music

By the end of the sub strand, the learner should be able to:

1. Name the different elements in music
2. describe how different elements of music are used in a piece of music
3. Appreciate the Importance of elements of music

1. What is critical listening?
2. What is structure in music?
3. What elements of music does one pay attention to when listening and analyzing music?

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.

• Audio-visual excerpts of relevant music
• Audio-visual
• Equipment
• Resource persons

• Oral/aural questions
• Written tests

By the end of the sub strand, the learner should be able to:

1. Name the different elements in music
2. describe how different elements of music are used in a piece of music
3. Appreciate the Importance of elements of music

1. What is critical listening?
2. What is structure in music?
3. What elements of music does one pay attention to when listening and analyzing music?

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.

• Audio-visual excerpts of relevant music
• Audio-visual
• Equipment
• Resource persons

• Oral/aural questions
• Written tests

Elements

of Music : Music structure- AB structure

By the end of the sub strand, the learner should be able to:

1. Define the term structure in music
2. aurally identify music in AB structure
3. Appreciate music in AB structure.

1. What is critical listening?
2. What is structure in music?
3. What elements of music does one pay attention to when listening and analyzing music?

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.

• Audio-visual excerpts of relevant music
• Audio-visual
• Equipment
• Resource persons

• Oral/aural questions
• Written tests

Wk

Lsn

Strand/Theme

Sub-strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Reflection

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:

1. Identify local foods which can be deep fried found within their community.
2. Describe the procedure used to deep fry food
3. Appreciate food cooked using deep frying method.

1. What local foods can you deep fry at home? 
2. How do you deep fry food at home?

• Using pictures, realia, video clips and charts, learner will identify local foods which can be deep fried and are found within their locality.
• In groups pairs, learners discuss procedures used in deep frying food (meat, fish, green bananas, potatoes, cassava)

• Picture
• Video clips
• Realia
• Portfolio
• Charts

MTP Home science Grade 5 Learners Bk. Pg. 86-87

MTP Home science Grade 5 TG Pg. 98

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

2

Deep frying- Deep frying food

appropriatel y at home

By the end of the sub strand, the learner should be able to:

1. Describe the procedure used to deep fry food
2. Deep fry food appropriately at home
3. Appreciate food cooked using deep frying method.

1. What local foods can you deep fry at home? 
2. How do you deep fry food at home?

• In groups pairs, learners discuss procedures used in deep frying food (meat, fish, green bananas, potatoes, cassava)
• In groups, learners cook a given food using deep frying method

• Picture
• Video clips
• Realia
• Portfolio
• Charts

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

3

Deep frying – improvising cooking equipment for deep frying

By the end of the sub strand, the learner should be able to:

1. Improvise cooking equipment for deep frying
2. Deep fry food appropriately at home
3. Appreciate food cooked using deep frying method.

1. What local foods can you deep fry at home? 
2. How do you deep fry food at home?

• Learners improvise a cooking equipment where necessary (using a clay cooking pot)
• In groups, learners cook a given food using deep frying method

• Picture
• Video clips
• Realia
• Portfolio
• Charts

MTP Home science Grade 5 Learners Bk. Pg. 89

MTP Home science Grade 5 TG Pg. 99

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

2

1

Deep frying-

Serving deep fried food at home

By the end of the sub strand, the learner should be able to:

1. Deep fry food appropriately at home
2. Serve deep fried food at home
3. Appreciate food cooked using deep frying method.

1. What local foods can you deep fry at home? 
2. How do you deep fry food at home?

• Watch a demonstration or video clip on safety to be observed when cooking
• Learners serve the cooked food appropriately.

• Picture
• Video clips
• Realia
• Portfolio
• Charts

MTP Home science Grade 5 Learners Bk. Pg. 89-90

MTP Home science Grade 5 TG Pg. 99-100

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

2

Deep frying

– storing deep fried foods at home to avoid spoilage

By the end of the sub strand, the learner should be able to:

1. Serve deep fried food at home
2. Store deep fried foods at home to avoid spoilage of food
3. Appreciate food cooked using deep frying method.

1. What local foods can you deep fry at home? 
2. How do you deep fry food at home?

• Learners improvise a cooking equipment where necessary (using a clay cooking pot)
• Watch a demonstration or video clip on safety to be observed when cooking
• Learners serve the cooked food appropriately.

• Picture
• Video clips
• Realia
• Portfolio
• Charts

MTP Home science Grade 5 Learners Bk. Pg. 91-92

MTP Home science Grade 5 TG Pg. 100-101

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

3

CLOTHING

Stitches Permanent stitches used in sewing

By the end of the sub strand, the learner should be able to:

1. Explain meaning of permanent stitches in sewing
2. State the factors considered when making permanent stitches
3. Appreciate the use of permanent stitches for sewing

1. What factors would you consider when making permanent stitches?

• In groups pairs, learners brainstorm on the meaning of permanent stitches
• Using pictures, realia, video clips and charts, learner identifies different permanent stitches used in sewing: joining stitches- backstitches and over sewing
• Embroidery stitches-stem stitch, chain stitch and satin stitch.
• Neatening stitches-hemming and loop stitches

• Picture
• Video clips
• Realia
• Portfolio
• Charts

MTP Home science Grade 5 Learners Bk. Pg. 93

MTP Home science Grade 5 TG Pg. 106

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

3

1

Stitches Different permanent stitches used in sewing

By the end of the sub strand, the learner should be able to:

1. Explain meaning of permanent stitches in sewing
2. Identify different permanent stitches used in sewing.
3. Appreciate the use of permanent stitches for sewing

1. What factors would you consider when making permanent stitches?

• In groups pairs, learners brainstorm on the meaning of permanent stitches
• Using pictures, realia, video clips and charts, learner identifies different permanent stitches used in sewing: joining stitches- backstitches and over sewing Embroidery stitches-stem stitch, chain stitch and satin stitch.
• Neatening stitches-hemming and loop stitches

• Picture
• Video clips
• Realia
• Portfolio
• Charts

MTP Home science Grade 5 Learners Bk. Pg. 95-96

MTP Home science Grade 5 TG Pg. 107

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

2

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:

1. Practice how to use a needle correctly during sewing
2. State the factors considered when making permanent stitches
3. Appreciate the use of permanent stitches for sewing

1. What factors would you consider when making permanent stitches?

• Learners practice how to use a needle during sewing
• Learner observes safety precautions during needle work

• Picture
• Video clips
• Realia
• Portfolio
• Charts

MTP Home science Grade 5 Learners Bk. Pg. 96-97

MTP Home science Grade 5 TG Pg. 107-108

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

3

Stitches Permanent stitches – making samples of permanent stitches (joining)

By the end of the sub strand, the learner should be able to:

1. Practice how to use a needle correctly during sewing
2. Make samples of permanent stitches
3. Appreciate the use of permanent stitches for sewing

1. What factors would you consider when making permanent stitches?

• Learners practice how to use a needle during sewing
• Learner observes safety precautions during needle work

• Picture
• Video clips
• Realia
• Portfolio
• Charts

MTP Home science Grade 5 Learners Bk. Pg. 97- 101

MTP Home science Grade 5 TG Pg. 108-109

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

4

1

Stitches Permanent stitches - making samples of permanent stitches (joining)

By the end of the sub strand, the learner should be able to:

1. Practice how to use a needle correctly during sewing
2. Make samples of permanent stitches
3. Appreciate the use of permanent stitches for sewing

1. What factors would you consider when making permanent stitches?

• Learners practice how to use a needle during sewing
• Learner observes safety precautions during needle work

• Picture
• Video clips
• Realia
• Portfolio
• Charts

MTP Home science Grade 5 Learners Bk. Pg. 97-101

MTP Home science Grade 5 TG Pg. 108-109

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment
•  

2

Stitches Neatening stitches

By the end of the sub strand, the learner should be able to:

1. Practice how to use a needle correctly during sewing in reinforcing start and end of sewing
2. Practice making neatening stitches
3. Appreciate the use of permanent stitches for sewing

1. What factors would you consider when making permanent stitches?

• Learners practice reinforcing the start and end of stitching appropriately during sewing
• Learner observes safety precautions during needle work

• Picture
• Video clips
• Realia
• Portfolio
• Charts

MTP Home science Grade 5 Learners Bk. Pg. 101- 104

MTP Home science Grade 5 TG Pg. 109-110

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

3

Stitches Neatening stitches

By the end of the sub strand, the learner should be able to:

1. Practice how to use a needle correctly during sewing in reinforcing start and end of sewing
2. Practice making neatening stitches
3. Appreciate the use of permanent stitches for sewing

1. What factors would you consider when making permanent stitches?

• Learners practice reinforcing the start and end of stitching appropriately during sewing
• Learner observes safety precautions during needle work

• Picture
• Video clips
• Realia
• Portfolio
• Charts

MTP Home science Grade 5 Learners Bk. Pg. 101- 104

MTP Home science Grade 5 TG Pg. 109-110

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

5

1

Stitches Decorative stitches

By the end of the sub strand, the learner should be able to:

1. Practice how to use a needle correctly during sewing in reinforcing start and end of sewing
2. Explain the importance of decorative stitches
3. Appreciate the use of permanent stitches for sewing

1. What factors would you consider when making permanent stitches?

• Learners practice reinforcing the start and end of stitching appropriately during sewing
• Learner observes safety precautions during needle work

• Picture
• Video clips
• Realia
• Portfolio
• Charts

MTP Home science Grade 5 Learners Bk. Pg. 105- 109

MTP Home science Grade 5 TG Pg. 111- 112

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

2

Stitches Decorative stitches

By the end of the sub strand, the learner should be able to:

1. Make samples of permanent stitches in sewing
2. Explain the importance of decorative stitches
3. Appreciate the use of permanent stitches for sewing

1. What factors would you consider when making permanent stitches?

• Learner makes samples of backstitches, hemming and over sewing stitches and mounts on a portfolio.

• Picture
• Video clips
• Realia
• Portfolio
• Charts

MTP Home science Grade 5 Learners Bk. Pg. 105- 109

MTP Home science Grade 5 TG Pg. 111-112

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

3

Stitches Making a pincushion for safe storage of pins

By the end of the sub strand, the learner should be able to:

1. Make a pincushion for safe storage of pins
2. Explaining the meaning of the term pincushion
3. Appreciate the use of permanent stitches for sewing

1. What factors would you consider when making permanent stitches?

• Learners make a pin cushion for safe storage of pins

• Picture
• Video clips
• Realia
• Portfolio
• Charts

MTP Home science Grade 5 Learners Bk. Pg. 110- 112

MTP Home science Grade 5 TG Pg. 112-113

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

6

1

Stitches Permanent stitches – Making an embroidere d stool cloth

By the end of the sub strand, the learner should be able to:

1. Appreciate the use of permanent stitches for sewing
2. Watch a video clip on making an embroidered cloth
3. Make a small embroidered cloth for use in the home

1. What factors would you consider when making permanent stitches?

• Learners make a pin cushion for safe storage of pins
• Learner observes safety precautions during needle work

• Picture
• Video clips
• Realia
• Portfolio
• Charts

MTP Home science Grade 5 Learners Bk. Pg. 113- 115

MTP Home science Grade 5 TG Pg. 113-114

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

2

Stitches Permanent stitches – safety precautions to observe during needlework

By the end of the sub strand, the learner should be able to:

1. Observe safety precautions during needle work to avoid causing accidents
2. Appreciate the use of permanent stitches for sewing
3. Make a small embroidered cloth for use in the home

1. What factors would you consider when making permanent stitches?

• Learners make a pin cushion for safe storage of pins
• Learner observes safety precautions during needle work

• Picture
• Video clips
• Realia
• Portfolio
• Charts

MTP Home science Grade 5 Learners Bk. Pg. 115- 116

MTP Home science Grade 5 TG Pg. 114-115

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

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:

1. Identify a gaping seam and hanging hem in a garment
2. Mention factors to consider when repairing a gaping seam and a hanging hem on a school uniform
3. Appreciate the importance of repairing and maintenance of clothes.

1. How do you repair a gaping seam? 
2. How do you repair a hanging hem?

• In groups or pairs, learners discuss a gaping seam and a hanging hem
• In groups/pairs, learners brainstorm on factors to consider when choosing the type of stitch to use when repairing a gaping seam and a hanging hem on a school uniform

NOTE: each repair (gaping seam and hanging hem) to be handled and assessed separately.

• Pictures
• Charts
• Realia

MTP Home science Grade 5 Learners Bk. Pg. 117

MTP Home science Grade 5 TG Pg. 119

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

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:

1. Mention factors to consider when repairing a gaping seam and a hanging hem on a school uniform
2. Practice Repairing a gaping seam
3. Appreciate the importance of repairing and maintenance of clothes.

1. How do you repair a gaping seam? 
2. How do you repair a hanging hem?

• In groups or pairs, learners discuss a gaping seam and a hanging hem
• In groups/pairs, learners brainstorm on factors to consider when choosing the type of stitch to use when repairing a gaping seam and a hanging hem on a school uniform

NOTE: each repair (gaping seam and hanging hem) to be handled and assessed separately.

• Pictures
• Charts
• Realia

MTP Home science Grade 5 Learners Bk. Pg. 117- 119

MTP Home science Grade 5 TG Pg. 119-120

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

2

Repair and maintenanc e of clothes repairing a gaping seam

By the end of the sub strand, the learner should be able to:

1. Mention factors to consider when repairing a gaping seam and a hanging hem on a school uniform
2. Practice Repairing a gaping seam
3. Appreciate the importance of repairing and maintenance of clothes.

1. How do you repair a gaping seam?
2. How do you repair a hanging hem?

• Using pictures, Realia and charts, learner chooses the right stitch to use when repairing a gaping
• seam or hem on a school uniform.
• In groups/pairs, learners brainstorm on the safety precautions to observe when repairing gaping seams or hanging hems on their uniforms.

• Pictures
• Charts
• Realia

MTP Home science Grade 5 Learners Bk. Pg. 117- 119

MTP Home science Grade 5 TG Pg. 119-120

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

3

Repair and maintenanc e of clothes –repairing a hanging hem

By the end of the sub strand, the learner should be able to:

1. Watch a video clip or observe pictures of a hanging hem
2. Practice repairing a hanging hem
3. Appreciate the importance of repairing and maintenance of clothes.

1. How do you repair a gaping seam? 
2. How do you repair a hanging hem?

• Using pictures, realia and charts, learner chooses the right stitch to use when repairing a gaping seam or hem on a school uniform.
• In groups/pairs, learners brainstorm on the safety precautions to observe when repairing gaping seams or hanging hems on their uniforms.

• Pictures
• Charts
• Realia

MTP Home science Grade 5 Learners Bk. Pg. 119- 120

MTP Home science Grade 5 TG Pg. 120

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

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:

1. Practice repairing a hanging hem
2. Watch a video clip or observe pictures of a hanging hem
3. Appreciate the importance of repairing and maintenance of clothes.

1. How do you repair a gaping seam? 
2. How do you repair a hanging hem?

• Learner correctly repairs a gaping seam or hanging hem.
• Learner practices safety measures to observe while repairing a gaping seam or hanging hem on a garment

NOTE: each repair (gaping seam and hanging hem) to be handled and assessed separately.

• Pictures
• Charts
• Realia

MTP Home science Grade 5 Learners Bk. Pg. 119- 120

MTP Home science Grade 5 TG Pg. 120

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

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:

1. Repair a gaping seam and a hanging hem on their school uniform using appropriate stitches
2. Practice safety measures to observe while repairing a gaping seam and a hanging hem on a garment
3. Appreciate the importance of repairing and maintenance of clothes.

1. How do you repair a gaping seam? 
2. How do you repair a hanging hem?

• Learner correctly repairs a gaping seam or hanging hem.
• Learner practices safety measures to observe while repairing a gaping seam or hanging hem on a garment

NOTE: each repair (gaping seam and hanging hem) to be handled and assessed separately.

• Pictures
• Charts
• Realia

MTP Home science Grade 5 Learners Bk. Pg. 122- 123

MTP Home science Grade 5 TG Pg. 121

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

3

Laundry work

By the end of the sub strand, the learner should be able to:

1. State the reason for laundry work in maintenance of clothes
2. Describe the natural and synthetic classification of textile fibers
3. Appreciate the importance of laundry work in maintenance of clothes

1. Why do you launder clothe? 
2. What is the procedure of laundering articles made of cotton at home?

• Learners brainstorm on the reasons for laundry work using print materials, digital devices, video clips
• Using digital devices, charts and pictures, learners classify natural and synthetic textile fibers
• Animal fibers-wool and silk
• Plant fibers-cotton and linen
• Synthetic fiber-polyester and a crylte

• Realia
• Charts
• Video clips
• Digital devices

MTP Home science Grade 5 Learners Bk. Pg. 124

MTP Home science Grade 5 TG Pg. 126

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

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:

1. State the reason for laundry work in maintenance of clothes
2. Describe the natural and synthetic classification of textile fibers
3. Appreciate the importance of laundry work in maintenance of clothes

1. Why do you launder clothe? 
2. What is the procedure of laundering articles made of cotton at home?

• Learners brainstorm on the reasons for laundry work using print materials, digital devices, video clips
• Using digital devices, charts and pictures, learners classify natural and synthetic textile fibers
• Animal fibers-wool and silk
• Plant fibers-cotton and linen
• Synthetic fiber-polyester and a crylte

• Realia
• Charts
• Video clips
• Digital devices

MTP Home science Grade 5 Learners Bk. Pg. 124- 125

MTP Home science Grade 5 TG Pg. 126

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

2

Laundry work – classificatio n of textile fibres

By the end of the sub strand, the learner should be able to:

1. Describe the natural and synthetic classification of textile fibers
2. Explain meaning of different care labels found in clothes
3. Appreciate the importance of laundry work in maintenance of clothes

1. Why do you launder clothe? 
2. What is the procedure of laundering articles made of cotton at home?

• Using digital devices, charts, pictures, learner observes different care label symbols found in found in clothes(drying symbol, dry cleaning symbol, bleaching)

• Realia
• Charts
• Video clips
• Digital devices

MTP Home science Grade 5 Learners Bk. Pg. 126- 127

MTP Home science Grade 5 TG Pg. 127

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

3

Laundry work – care labels on clothes

By the end of the sub strand, the learner should be able to:

1. Describe the natural and synthetic classification of textile fibers
2. Explain meaning of different care labels found in clothes
3. Appreciate the importance of laundry work in maintenance of clothes

1. Why do you launder clothe? 
2. What is the procedure of laundering articles made of cotton at home?

• Using digital devices, charts, pictures, learner observes different care label symbols found in found in clothes(drying symbol, dry cleaning symbol, bleaching)

• Realia
• Charts
• Video clips
• Digital devices

MTP Home science Grade 5 Learners Bk. Pg. 128-129

MTP Home science Grade 5 TG Pg. 128-129

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

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:

1. Watch a video clip on laundering white cotton shirt/blouse and fast colored cotton shirt/blouse
2. Interpret the different care label symbols found on clothes
3. Appreciate the importance of laundry work in maintenance of clothes

1. Why do you launder clothe? 
2. What is the procedure of laundering articles made of cotton at home?

• Using digital devices, pictures, realia and charts, learner interprets different care label symbols found in clothes
• Learners watch a video clip or demonstration on laundering white cotton shirt\blouse and fast colored cotton shirt\blouse

• Realia
• Charts
• Video clips
• Digital devices

MTP Home science Grade 5 Learners Bk. Pg. 131- 132

MTP Home science Grade 5 TG Pg. 128-129

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

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:

1. Watch a video clip on laundering white cotton shirt/blouse and fast colored cotton shirt/blouse
2. Interpret the different care label symbols found on clothes
3. Appreciate the importance of laundry work in maintenance of clothes

1. Why do you launder clothe? 
2. What is the procedure of laundering articles made of cotton at home?

• Using digital devices, pictures, realia and charts, learner interprets different care label symbols found in clothes
• Learners watch a video clip or demonstration on laundering white cotton shirt\blouse and fast colored cotton shirt\blouse

• Realia
• Charts
• Video clips
• Digital devices

MTP Home science Grade 5 Learners Bk. Pg. 132- 134

MTP Home science Grade 5 TG Pg. 130

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

3

Laundry work – laundering a fast – coloured cotton shirt or blouse

By the end of the sub strand, the learner should be able to:

1. Demonstrate the procedures used for laundering a white cotton shirt or blouse and a fast colored cotton shirt or blouse
2. Discuss safety precautions to observe when laundering different articles at home
3. Launder a cotton shirt\blouse using the right method for proper care and maintenance of clothes
4. Appreciate the importance of laundry work in maintenance of clothes

1. Why do you launder clothe? 
2. What is the procedure of laundering articles made of cotton at home?

• In groups\pairs, learners practice laundering a whit cotton shirt\blouse and a fast colored cotton shit\blouse
• Learners clear, clean laundry work area and store laundry work equipment and materials using the right procedure
• Learners observe safety when laundering white cotton shirt\blouse and fast colored cotton shirt\blouse at home

• Realia
• Charts
• Video clips
• Digital devices

MTP Home science Grade 5 Learners Bk. Pg. 135- 136

MTP Home science Grade 5 TG Pg. 130- 131

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

Laundry work - coloured cotton shirt or blouse

By the end of the sub strand, the learner should be able to:

1. Demonstrate the procedures used for laundering a white cotton shirt or blouse and a fast colored cotton shirt or blouse
2. Discuss safety precautions to observe when laundering different articles at home
3. Launder a cotton shirt\blouse using the right method for proper care and maintenance of clothes
4. Appreciate the importance of laundry work in maintenance of clothes

1. Why do you launder clothe? 
2. What is the procedure of laundering articles made of cotton at home?

• In groups\pairs, learners practice laundering a whit cotton shirt\blouse and a fast colored cotton shit\blouse
• Learners clear, clean laundry work area and store laundry work equipment and materials using the right procedure
• Learners observe safety when laundering white cotton shirt\blouse and fast colored cotton shirt\blouse at home

• Realia
• Charts
• Video clips
• Digital devices

MTP Home science Grade 5 Learners Bk. Pg. 135- 136

MTP Home science Grade 5 TG Pg. 130- 131

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

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:

1. Discuss safety precautions to observe when laundering different articles at home
2. Clean and store equipment and materials used in laundry work
3. Appreciate the importance of laundry work in maintenance of clothes

1. Why do you launder clothe? 
2. What is the procedure of laundering articles made of cotton at home?

• In groups\pairs, learners practice laundering a whit cotton shirt\blouse and a fast colored cotton shit\blouse
• Learners clear, clean laundry work area and store laundry work equipment and materials using the right procedure
• Learners observe safety when laundering white cotton shirt\blouse and fast colored cotton shirt\blouse at home

• Realia
• Charts
• Video clips
• Digital devices

MTP Home science Grade 5 Learners Bk. Pg. 137- 140

MTP Home science Grade 5 TG Pg. 131-

• Checklist test
• Observations
• Critiques
• Demonstration
• Self-assessment

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,

1. kueleza sifa za insha ya masimuizi ili kuibainisha
2. kuandika insha ya masimulizi kwa kufuata kanuni zifaazo
3. kuchangamkia utunzi mzuri

1. Ni mambo gani unayozingatia ili kuandika insha ya masimulizi ya kuvutia?

• Aandike insha isiyopungua maneno 150, inayosimulia tukio linalohusiana na ndege wa porini kwa kuzingatia anwani, mpangilio mzuri wa mawazo, hati safi, tahajia, kanuni za kisarufi, uakifishaji mwafaka na kwa lugha ya kiubunifu

Kielelezo cha insha ya masimulizi

1. Kuandika tungo mbalimbali
2. Wanafunzi kufanyiana tathmini
3. Potfolio
4. Shajara
5. Mijadala kuhusu vidokezo vya insha

2

Sarufi

Mnyambuliko waVitenzi: Kauli za kutendewa, kutendeka na kutendana

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua vitenzi katika hali ya kutendewa, kutendeka na kutendana katika matini
2. kutumia vitenzi katika hali za kutendewa, kutendeka na kutendana ipasavyo anapowasiliana
3. Kuchangamkia matumizi ya vitenzi katika hali ya kutendewa, kutendeka na kutendana katika mawasiliano.

1. Je, vitenzi vinaweza kubadilika vipi mwishoni ili kuleta maana mbalimbali?

Mwanafunzi:

• Atambue vitenzi katika hali za kutendewa, kutendeka na kutendana katika chati, jedwali, kapu la maneno, mti maneno, ubao na vyombo vya kidijitali
• anyambue vitenzi katika hali lengwa akiwa peke yake, wakiwa wawiliwawili au katika vikundi
• atumie vitenzi katika hali lengwa kwenye sentensi
• ashirikiane na wenzake kujaza mapengo katika jedwali la mnyambuliko we vitenzi kwenye daftari au kwa kutumia tarakilishi 
• aandike sentensi upya kwa kutumia vitenzi katika hali mbalimbali

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango

1. Kutambua k.m. kwenye orodha
2. Kuambatanisha maneno lengwa
3. Kujaza mapengo
4. Kazi mradi

3

Mnyambuliko waVitenzi: Kauli za kutendewa, kutendeka na kutendana

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua vitenzi katika hali ya kutendewa, kutendeka na kutendana katika matini
2. kutumia vitenzi katika hali za kutendewa, kutendeka na kutendana ipasavyo anapowasiliana
3. Kuchangamkia matumizi ya vitenzi katika hali ya kutendewa, kutendeka na kutendana katika mawasiliano.

1. Je, vitenzi vinaweza kubadilika vipi mwishoni ili kuleta maana mbalimbali?

Mwanafunzi:

• Atambue vitenzi katika hali za kutendewa, kutendeka na kutendana katika chati, jedwali, kapu la maneno, mti maneno, ubao na vyombo vya kidijitali
• Anyambue katika halilengwa akiwa peke yake, wakiwa wawiliwawili au katikavikundi
• Atambue vitenzi katika hali lengwa kwenye sentensi
• ashirikiane na wenzake kujaza mapengo katika jedwali la mnyambuliko we vitenzi kwenye daftari au kwa kutumia tarakilishi
• aandike sentensi upya kwa kutumia vitenzi katika hali mbalimbali

Tarakilishi/vip akatalishi Kinasasauti

Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango

1. Kutambua k.m. kwenye orodha
2. Kuambatanisha maneno lengwa
3. Kujaza mapengo
4. Kazi mradi

4

Mnyambuliko wa Vitenzi: Kauli za kutendewa, kutendeka na kutendana

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua vitenzi katika hali ya kutendewa, kutendeka na kutendana katika matini
2. kutumia vitenzi katika hali za kutendewa, kutendeka na kutendana ipasavyo anapowasiliana
3. Kuchangamkia matumizi ya vitenzi katika hali ya kutendewa, kutendeka na kutendana katika mawasiliano.

1. Je, vitenzi vinaweza kubadilika vipi mwishoni ili kuleta maana mbalimbali?

Mwanafunzi:

• atambue vitenzi katika hali za kutendewa, kutendeka na kutendana katika chati, jedwali, kapu la maneno, mti maneno, ubao na vyombo vya kidijitali
• anyambue vitenzi katika hali lengwa akiwa peke yake, wakiwa wawiliwawili au katika vikundi
• atumie vitenzi katika hali lengwa kwenye sentensi
• ashirikiane na wenzake kujaza mapengo katika jedwali la mnyambuliko we vitenzi kwenye daftari au kwa kutumia tarakilishi
• aandike sentensi upya kwa kutumia vitenzi katika hali mbalimbali

Tarakilishi/vipakat

alishi

Kinasasauti

Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu

mbalimbali

Michoro

Chati

Mabango

1. Kutambua k.m. kwenye orodha
2. Kuambatanisha maneno lengwa
3. Kujaza mapengo
4. Kazi mradi

2

1

MAGON JWA

Kusikiliza na Kuzungumza:

Mazungumzo ya Kimuktadha: 

Mazungumzo katika miktadha rasmi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua miktadha rasmi kunakotumiwa lugha rasmi ili kukuza mawasiliano
2. kutumia lugha katika miktadha rasmi ili kufanikisha mawasiliano
3. Kuchangamkia matumizi ya lugha katika miktadha rasmi.

1. Ni wapi katika shughuli zetu za kila siku tunaitumia lugha rasmi?

Mwanafunzi:

• atambue miktadha rasmi kunakotumiwa lugha rasmi (k.v ofisini, hospitalini, mahakamani na bungeni)
• asikilize mazungumzo rasmi kwa kutazama maigizo kwenye vyombo vya kidijitali kama vile video, rununu, runinga, tarakilishi n.k

Chati

Michoro na picha Mgeni mwalikwa

,

video)

Mti maneno Kapu maneno

Vitabu

mbalimbali

1. Kumakinikia jinsi mwanafunzi anavyotumia
2. lugha katika mawasiliano
3. Kujibu maswali
4. Maigizo
5. Kutambua k.m. kwenye orodha
6. Mijadala
7. Mazungumzo

2

Kusikiliza na Kuzungumza: Mazungumzo ya Kimuktadha: Mazungumzo katika miktadha rasmi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua miktadha rasmi kunakotumiwa lugha rasmi ili kukuza mawasiliano
2. kutumia lugha katika miktadha rasmi ili kufanikisha mawasiliano
3. Kuchangamkia matumizi ya lugha katika miktadha rasmi.

1. Ni wapi katika shughuli zetu za kila siku tunaitumia lugha rasmi?

• ashiriki katika maigizo ya mazungumzo ya miktadha rasmi akishirikiana na wenzake
• ashiriki katika mazungumzo rasmi nje ya darasa k.m. akiwa kwenye gwaride na majilisini
• atambue nidhamu ya lugha inayozingatiwa katika mazingira rasmi k.m lugha ya heshima na adabu anapowasiliana

Chati

Michoro na picha Mgeni mwalikwa

,

video)

Mti maneno Kapu maneno Vitabu mbalimbali

1. Kumakinikia jinsi mwanafunzi anavyotumia
2. lugha katika mawasiliano
3. Kujibu maswali
4. Maigizo
5. Kutambua k.m. kwenye orodha
6. Mijadala
7. Mazungumzo

3

Kusoma

Kusoma kwa Mapana: Matini

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua matini ya aina mbalimbali ya kusoma na kuchagua yanayomvutia
2. kusoma matini aliyochagua ili kufaidika na ujumbe na lugha iliyotumiwa
3. Kufurahia usomaji wa aina mbalimbali za matini ili kupanua mawazo yake.

1. Ni habari zipi unazopenda kusoma kwenye matini ?
2. Unachagua matini hayo kwa nini?

Mwanafunzi:

• Achague matini kv. vitabu, majarida, magazeti) yanayomvutia maktabani na mtandaoni
• Asome matini aliyochagua ili kufaidi ujumbe uliomo
• Awatol wenzake muhtasari wa kile alichosoma kwenye matini ili kupashana ujumbe na kuchocheana kusoma zaidi kwa ajili ya kujifurahisha
• ajadiliane na wenzake matini ambayo wamesoma kwa kuzingatia ukuzaji wa msamiati

Tarakilishi/vipak atalishi Kinasasauti Rununu

projekta Kinasasauti Rununu projekta

Nakala ya shairi kamusi

1. Kutunga sentensi k.m. kwa kutumia msamiati lengwa
2. Kujibu maswali k.m. katika ufahamu
3. Kutoa muhtasari wa ufahamu au matini yaliyosomwa
4. Kukariri na kuimba mashairi
5. Kusoma kwa sauti

4

Kusoma kwa Mapana: Matini

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua matini ya aina mbalimbali ya kusoma na kuchagua yanayomvutia
2. kusoma matini aliyochagua ili kufaidika na ujumbe na lugha iliyotumiwa
3. Kufurahia usomaji wa aina mbalimbali za matini ili kupanua mawazo yake.

1. Ni habari zipi unazopenda kusoma kwenye matini ?
2. Unachagua matini hayo kwa nini?

Mwanafunzi:

• achague matini (k. v . vitabu, majarida, magazeti) yanayomvutia maktabani na mtandaoni
• asome matini aliyochagua ili kufaidi ujumbe uliomo
• awatole wenzake muhtasari wa kile alichosoma kwenye matini ili kupashana ujumbe na kuchocheana kusoma zaidi kwa ajili ya kujifurahisha
• ajadiliane na wenzake matini ambayo wamesoma kwa kuzingatia ukuzaji wa msamiati

Tarakilishi/vipak atalishi Kinasasauti Rununu

projekta Kinasasauti

Rununu projekta

Nakala ya shairi kamusi

1. Kutunga sentensi k.m. kwa kutumia msamiati lengwa
2. Kujibu maswali k.m. katika ufahamu
3. Kutoa muhtasari wa ufahamu au matini yaliyosomwa
4. Kukariri na kuimba mashairi
5. Kusoma kwa sauti

3

1

Kuandi ka

Insha za Maelezo

Kufikia mwisho wa mada ndogo, mwanafunzi aweze,

1. kutambua vifungu vya maelezo vilivyoandikwa kwenye matini mbalimbali
2. kuandika insha ya maelezo kwa kufuata mtindo na muundo ufaao
3. Kuchangamkia utunzi mzuri wenye ujumbe mahususi.

1. Je, ni mada gani inayoweza kuandikiwa insha za maelezo?

Mwanafunzi:

• atambue vifungu vya maelezo vilivyoandikwa kwenye matini mbalimbali au tarakilishi
• ashiriki na wenzake kujadili mada ya insha na muundo wa insha ya maelezo aandike insha ya maelezo mtandaoni na kuisambaza kwa wenzake na mwalimu ili kuisoma na kuitathmini.
• Awasome wenzake shairi aliyoandika ili kuisoma na kuitathmini.

Kielelezo cha insha ya maelezo

1. Kuandika tungo mbalimbali
2. Wanafunzi kufanyiana tathmini
3. Potfolio
4. Shajara
5. Mijadala kuhusu vidokezo vya insha

2

Insha za Maelezo

Kufikia mwisho wa mada ndogo, mwanafunzi aweze,

1. kutambua vifungu vya maelezo vilivyoandikwa kwenye matini mbalimbali
2. kuandika insha ya maelezo kwa kufuata mtindo na muundo ufaao
3. Kuchangamkia utunzi mzuri wenye ujumbe mahususi.

1. Je, ni mada gani inayoweza kuandikiwa insha za maelezo?

• aandike insha ya maelezo isiyopungua maneno 150 kwa kuzingatia msamiati unaohusu suala lengwa na kwa kuzingatia vigezo kama vile: ujumbe, tahajia, anwani, muundo, mtindo, mapambo ya lugha k.v methali, nahau, tashbihi, istiari n.k. alizojifunza awali

Kielelezo cha

insha ya maelezo

1. Kuandika tungo mbalimbali
2. Wanafunzi kufanyiana tathmini
3. Potfolio
4. Shajara
5. Mijadala kuhusu vidokezo vya insha

3

Sarufi

Vinyume: Vinyume vya Vitenzi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua vinyume vya vitenzi katika matini
2. kuunda sentensi kwa kutumia vinyume vya vitenzi
3. Kuchangamkia matumizi ya vinyume vya vitenzi katika mawasiliano ya kila siku.

1. Je, ni vitenzi gani unavyoweza kutambua vinyume vyake?

Mwanafunzi

• Atambue vinyume vya vitenzi (k.m. Simamaketi, cheka-lia, enda- rudi, chimba- chimbua n.k) katika chati, kadi za maneno, kapu la maneno, mti maneno au vifaa vya kidijitali ashirikiane na wenzake kutafuta vinyume vya vitenzi kwa kurejelea orodha ya vitenzi
• aliyopewa atalii mazingira yake na kuunda orodha ya vinyume vya vitenzi anavyovitambua.
• Atunge sentensi kwa kutumia vinyume vya vitenzi kwa kuzingatia upatanisho wa kisarufi
• Aandike upya sentensi kwa kutumia vinyume vya vitenzi.

Tarakilishi/vipakat alishi

Kinasasauti Rununu

projekta Kapu maneno

Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

1. Kutambua k.m. kwenye orodha
2. Kuambatanisha maneno lengwa
3. Kujaza mapengo
4. Kazi mradi

4

Vinyume: Vinyume vya Vitenzi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua vinyume vya vitenzi katika matini
2. kuunda sentensi kwa kutumia vinyume vya vitenzi
3. Kuchangamkia matumizi ya vinyume vya vitenzi katika mawasiliano ya kila siku.

1. Je, ni vitenzi gani unavyoweza kutambua vinyume vyake?

Mwanafunzi

• atambue vinyume vya vitenzi (k.m. Simamaketi, cheka-lia, enda- rudi, chimba- chimbua n.k) katika chati, kadi za maneno, kapu la maneno, mti maneno au vifaa vya kidijitali
• ashirikiane na wenzake kutafuta vinyume vya vitenzi kwa kurejelea orodha ya vitenzi aliyopewa
• atalii mazingira yake na kuunda orodha ya vinyume vya vitenzi anavyovitambua.
• atunge sentensi kwa kutumia vinyume vya vitenzi kwa kuzingatia upatanisho wa kisarufi
• aansike upya sentensi kwa kutumia vinyume vya vitenzi.

Tarakilishi/vipakat

alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

1. Kutambua k.m. kwenye orodha
2. Kuambatanisha maneno lengwa
3. Kujaza mapengo
4. Kazi mradi

4

1

KUDHIB ITI ITIKADI ZA KIDINI

NA KIJAMII

Kusikiliza na Kuzungumza: Tashbihi: Tashbihi za tabia

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua tashbihi za tabia katika matini
2. kutumia tashbihi za tabia kwa usahihi katika sentensi
3. kufurahia matumizi ya tashbihi za tabia katika mawasiliano ya kila siku

1. Ni tashbihi zipi hutumiwa kuelezea tabia?

Mwanafunzi:

• Atambue tashbihi ya tabia (k.v. mjanja kama sungura, mlafi kama fisi, mwenye maneno mengi kama kasuku, - eusi kama makaa) katika vitabu, matini, chati na vyombo vya kidijitali. 
• aeleze maana ya tashbihi mbalimbali za tabia kwa kutoa mifano

Chati

Michoro na picha Mgeni mwalikwa

video

Mti maneno

Kapu maneno Vitabu mbalimbali

1. Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano
2. Kujibu maswali
3. Maigizo
4. Kutambua k.m. kwenye orodha
5. Mijadala
6. Mazungumzo

2

Kusikiliza na Kuzungumza: Tashbihi: Tashbihi za tabia

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua tashbihi za tabia katika matini
2. kutumia tashbihi za tabia kwa usahihi katika sentensi
3. kufurahia matumizi ya tashbihi za tabia katika mawasiliano ya kila siku

1. Ni tashbihi zipi hutumiwa kuelezea tabia?

• akamilishe tashbihi mbalimbali za tabia akiwa peke yake au kwa kushirikiana na wenzake darasani
• ajaze mapengo katika sentensi kwa kutumia tashbihi mbalimbali za tabia
• atumie tashbihi za tabia katika sentensi akiwa peke yake au katika vikundi.

Chati

Michoro na picha Mgeni mwalikwa

video

Mti maneno Kapu maneno Vitabu mbalimbali

1. Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano
2. Kujibu maswali
3. Maigizo
4. Kutambua k.m. kwenye orodha
5. Mijadala
6. Mazungumzo

3

Kusoma

Kusoma Mapana: Matini ya Kidijitali

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua na kuzingatia hatua za kiusalama katika matumizi ya vifaa vya kidijitali
2. kutambua na kufungua faili iliyo na kifungu cha kusoma ili kuimarisha umilisi wake wa kutumia tarakilishi
3. Kuchangamkia matumizi ya vifaa vya kidijitali katika kutafuta na kusoma ujumbe ili kuimarisha maarifa yake.

1. Unapenda kusoma habari kuhusu nini Mtandaoni?
2. Unakumbuka habari gani uliyoisoma Mtandaoni?
3. Ni hatua gani za kiusalama unazozingatia unapotafuta habari mtandaoni?

Mwanafunzi:

• Atambue na kuzingatia hatuaza kiusalama kutoka kwenye chati au kwenye tarakilishi na mitandao.
• Atambue jina la faili lengwa kwenye tarakilishi na kufanya mazoezi ya kufungua na kufunga 
• atambue mitandao salama yenye matini inayoafiki kiwango na mahitaji yake

Tarakilishi/vipak atalishi Kinasasauti Rununu

projekta Kinasasauti Rununu projekta

Nakala ya shairi kamusi

1. Kutunga sentensi k.m. kwa kutumia msamiati lengwa
2. Kujibu maswali k.m. katika ufahamu
3. Kutoa muhtasar wa ufahamu au matini yaliyosomwa
4. Kukariri na kuimba mashairi
5. Kusoma kwa sauti

4

Kusoma Mapana: Matini ya Kidijitali

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kusakura kwenye tovuti salama ili kupata vifungu vya kusoma
2. kutumia vyombo vya kidijitali kwa urahisi kupata matini zinazolengwa
3. Kuchangamkia matumizi ya vifaa vya kidijitali katika kutafuta na kusoma ujumbe ili kuimarisha maarifa yake.

1. Unapenda kusoma habari kuhusu nini Mtandaoni?
2. Unakumbuka habari gani uliyoisoma Mtandaoni?
3. Ni hatua gani za kiusalama unazozingatia unapotafuta habari Mtandaoni?

• atambue umuhimu wa kutoa habari kwa mwalimu, mzazi au mlezi wake endapo atapata ujumbe kutoka kwa watu asiowajua mtandaoni na kutowasiliana nao
• atafute maana za maneno mapya kwenye kamusi mtandaoni
• asimulie habari kuhusu matini aliyosoma kwa wenzake

Tarakilishi/vipak atalishi Kinasasauti Rununu

projekta Kinasasauti

Rununu projekta

Nakala ya shairi kamusi

1. Kutunga sentensi k.m. kwa kutumia msamiati lengwa
2. Kujibu maswali k.m. katika ufahamu
3. Kutoa muhtasar wa ufahamu au matini yaliyosomwa
4. Kukariri na kuimba mashairi
5. Kusoma kwa sauti

5

1

Kuandi ka

Aina za Insha: Insha ya masimulizi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua insha ya masimulizi kwa kuzingatia muundo
2. kuandika insha ya masimulizi kwa kufuata kanuni zifaazo
3. Kuchangamkia utunzi mzuri.

1. Unawezaje kupata kwa haraka hoja za kusimulia katika insha?

Mwanafunzi:

• Atambue insha ya masimulizi kwa kurejelea vielelezo vya insha zilizoandikwa kwenye matini mbalimbali au tarakilishi
• Ashiriki na wenzake kujadili mada ya insha na muundo wa insha ya masimulizi andike insha ya mazimulizi katika vifaa vya kidijitali na kuisambaza kwa wenzake na mwalimu ili kuisoma na kuitathmini
• awasomee wenzake insha aliyoandika ili waitathmini na kumwelekeza

Kielelezo cha insha ya masimulizi

1. Kuandika tungo mbalimbali
2. Wanafunzi kufanyiana tathmini
3. Potfolio
4. Shajara
5. Mijadala kuhusu vidokezo vya insha

2

Aina za Insha: Insha ya masimulizi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua insha ya masimulizi kwa kuzingatia muundo
2. kuandika insha ya masimulizi kwa kufuata kanuni zifaazo
3. Kuchangamkia utunzi mzuri.

1. Unawezaje kupata kwa haraka hoja za kusimulia katika insha?

• aandike insha ya masimulizi (k.v. kuhusu itikadi za kidini na za kijamii, sherehe, hadithi, ndoto, ndoa za lazima n.k) isiyopungua maneno 150 akizingatia ainambalimbali za maneno, mnyambuliko wa vitenzi, na nyakati ili kejenga picha dhahiri ya anachokiandikia daftarini. Pia azingatie mada, mpangilio mzuri wa mawazo, hati safi, tahajia, kanuni za kisarufi, uakifishaji mwafaka, lugha ya kiubunifu

Kielelezo cha insha ya masimulizi

1. Kuandika tungo mbalimbali
2. Wanafunzi kufanyiana tathmini
3. Potfolio
4. Shajara
5. Mijadala kuhusu vidokezo vya insha

3

Sarufi

Nyakati na Hali

• Hali ya Mazoea
• Hali Timilifu

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua viambishi vya hali ya mazoea na hali timilifu kwenye kitenzi
2. kutambua vitenzi katika hali ya mazoea na hali timilifu kwenye matini
3. Kufurahia matumizi ya hali ya mazoea na timilifu katika mawasiliano.

1. Je, wewe hufanya shughuli gani kila siku?

Mwanafunzi:

• Atambue viambishi vya hali ya mazoea (hu) na hali timilifu (me) kwenye vitenzi katika chati, ubao au kwa kutumia vifaa vya kidijitali atambue viambishi katika hali ya mazoea (hu) na hali timilifu (me) kwenye sentensi, chati, ubao au kwa kutumia vifaa vya kidijitali

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

1. Kutambua k.m. kwenye orodha
2. Kuambatanisha maneno lengwa
3. Kujaza mapengo
4. Kazi mradi

4

Nyakati na Hali

• Hali ya Mazoea
• Hali Timilifu

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua vitenzi katika hali ya mazoea na hali timilifu kwenye matini
2. kutumia vitenzi vya hali ya mazoea na timilifu katika sentensi ili kuimarisha mawasiliano
3. Kufurahia matumizi ya hali ya mazoea na timilifu katika mawasiliano.

1. Je, wewe hufanya shughuli gani kila siku?

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

• ashirikiane na wenzake katika vikundi kubadilisha sentensi kutoka hali moja hadi nyingine
• atunge sentense katika hali ya mazoea na hali timilifu kwenye blogi ili wenzake waweze kuisoma na kutathmini usahihi wake

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

1. Kutambua k.m. kwenye orodha
2. Kuambatanisha maneno lengwa
3. Kujaza mapengo
4. Kazi mradi

6

1

Nyakati na Hali

• Hali ya Mazoea
• Hali Timilifu

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua vitenzi katika hali ya mazoea na hali timilifu kwenye matini
2. kutumia vitenzi vya hali ya mazoea na timilifu katika sentensi ili kuimarisha mawasiliano
3. Kufurahia matumizi ya hali ya mazoea na timilifu katika mawasiliano.

1. Je, wewe hufanya shughuli gani kila siku?

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

• ashirikiane na wenzake katika vikundi kubadilisha sentensi kutoka hali moja hadi nyingine
• Atunge sentensi katika hali ya mazoea na hali timilifu kwenye blogi ili wenzake waweze kuisoma na kutathmini usahihi wake

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

1. Kutambua k.m. kwenye orodha
2. Kuambatanisha maneno lengwa
3. Kujaza mapengo
4. Kazi mradi

2

UWEKE ZAJI

Kusikiliza na Kuzungumza: Kutoa Masimulizi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kusimulia tungo mbele ya wenzake kwa kuzingatia mada, ubunifu na usanifu wa lugha
2. kutumia ishara zifaazo kuimarisha masimulizi yake
3. kuchangamkia masimulizi katika mazingira mbalimbali

1. Je, ni nini Unachozingatia katika kutoa masimulizi?

Mwanafunzi:

• asikilize masimulizi yakitolewa na mgeni mwalikwa, mwalimu, mwanafunzi mwenzake au kutokana na vifaa vya kidijitali.
• abuni masimulizi yanayohusiana na mada husika kwa kutazama picha, michoro au kujadiliana na wenzake

Chati

Michoro na picha Mgeni mwalikwa

video

Mti maneno Kapu maneno Vitabu mbalimbali

1. Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano
2. Kujibu maswali
3. Maigizo
4. Kutambua k.m. kwenye orodha
5. Mijadala
6. Mazungumzo

3

Kusikiliza na Kuzungumza: Kutoa Masimulizi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kusimulia tungo mbele ya wenzake kwa kuzingatia mada, ubunifu na usanifu wa lugha
2. kutumia ishara zifaazo kuimarisha masimulizi yake
3. kuchangamkia masimulizi katika mazingira mbalimbali

1. Je, ni nini Unachozingatia katika kutoa masimulizi?

• kutoa masimulizi kuhusu mada (k.v. Jinsi ya kuwekeza na Faida za uwekezaji)
• atumie ishara za mwili zifaazo k.v ishara za uso, za mikono na mabega kuimarisha masimulizi yake
• ajadiliane na wenzake kuhusu ubora wa masimulizi aliyosikiliza

Chati

Michoro na picha Mgeni mwalikwa

video

Mti maneno Kapu maneno Vitabu mbalimbali

1. Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano
2. Kujibu maswali
3. Maigizo
4. Kutambua k.m. kwenye orodha
5. Mijadala
6. Mazungumzo

4

Kusoma

Kusoma kwa Ufahamu: Kifungu cha hadithi

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

1. kutambua msamiati wa mada lengwa uliotumika katika kifungu
2. kueleza maana za msamiati wa mada lengwa uliotumika katika kifungu
3. kuchangamkia usomaji wa kifungu ili kujenga maarifa ya ufahamu

1. Je, ni mambo gani yanayokuvutia unaposoma kifungu cha ufahamu?
2. Unafanya nini ili kujua maana ya msamiati uliotumiwa katika kifungu?

Mwanafunzi:

• atambue msamiati wa suala lengwa (uwekezaji) (k.v. kuwekeza, faida, hasara, fidia, mtaji, ajira, mkopo, mwanabiashara, deni, mteja, biashara, bidhaa, bajeti, kilimo biashara, benki, vyama vya ushirika, ushuru kutokana na mapato, n.k akitumia kapu maneno, mti maneno au tarakilishi.
• aeleze maana ya msamiati huu kama unavyotumiwa katika jamii wakati wa mawasiliano na shughuli za uwekezaji.

Tarakilishi/vipak

atalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta

Nakala ya shairi kamusi

1. Kutunga sentensi k.m. kwa kutumia msamiati lengwa
2. Kujibu maswali k.m. katika ufahamu
3. Kutoa muhtasari wa ufahamu au matini yaliyosomwa
4. Kukariri na kuimba mashairi
5. Kusoma kwa sauti

7

1

Kusoma kwa Ufahamu: Kifungu cha hadithi

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

1. kutumia msamiati ulio katika kifungu kwa usahihi katika sentensi
2. kusoma kifungu kwa ufasaha ili kupata ujumbe
3. kuonyesha ufahamu wa kifungu kwa kutoa muhtasari na kujibu maswali
4. kuchangamkia usomaji wa kifungu ili kujenga maarifa ya ufahamu

1. Je, ni mambo gani yanayokuvutia unaposoma kifungu cha ufahamu?
2. Unafanya nini ili kujua maana ya msamiati uliotumiwa katika kifungu?

• Atunge sentensi akitumia msamiati husika, akiwa pekee yake, kwenye jozi au kikundi.
• atazame chati kwenye tarakilishi au matini inayoonyesha bajeti ajadili na wenzake matukio kwenye picha zinayoonyesha wafanyibiashara na wateja wao katika shughuli za kibiashara.
• Asome ufahamu kwa kuzingatia ujumbe akiwa pekeyake au kwa sauti akipishana zamu na wenzake
• Ajibu maswali kutokana kifungu alichosoma

Tarakilishi/vip akatalishi Kinasasauti Rununu projekta Kinasasa uti Rununu projekta Nakala ya shairikamusi

1. Kutunga sentensi k.m. kwa kutumia msamiati lengwa
2. Kujibu maswali k.m. katika ufahamu
3. Kutoa muhtasari wa ufahamu au matini yaliyosomwa
4. Kukariri na kuimba mashairi
5. Kusoma kwa sauti

2

Kuandi

ka

Kuandika Insha: Baruapepe

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

1. kutambua baruapepe kwa kuzingatia muundo wake
2. kuandika baruapepe kwa kuzingatia ujumbe, muundo na mtindo
3. kuchangamkia uandishi wa baruapepe katika mawasiliano

1. Unazingatia vipengele gani unapoandika baruapepe?

Mwanafunzi:

• atambue muundo wa baruapepe kwa kurejelea kielelezo chake kilichochapishwa au kwenye tarakilishi.
• ajadili sehemu mbalimbali za baruapepe kama vile anwanipepe ya mtumaji (k.m. This email address is being protected from spambots. You need JavaScript enabled to view it.),anwanipepe ya mpokeaji, mada ya baruapepe, mtajo, mwili, hitimisho na jina la mwandishi/mtumaji.

Kielelezo chainsha ya baruapepe

1. Kuandika tungo mbalimbali
2. Wanafunzi kufanyiana tathmini
3. Potfolio
4. Shajara
5. Mijadala kuhusu vidokezo vya insha

3

Kuandika Insha: Baruapepe

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

1. kutambua baruapepe kwa kuzingatia muundo wake
2. kuandika baruapepe kwa kuzingatia ujumbe, muundo na mtindo
3. kuchangamkia uandishi wa baruapepe katika mawasiliano

1. Unazingatia vipengele gani unapoandika baruapepe?

• Aandike barua pepe kwa rafiki, mzazi, mwalimu n.k
• akishirikiana na wenzake darasani, kwa kutumia tarakilishi akizingatia muundo wa uandishi wa baruapepe.
• aandike baruapepe akiwa peke yake.
• atume baruapepe aliyoiandika kwa mpokeaji.
• kuhusu umuhimu baruapepe katika mawasiliano

Kielelezo chainsha ya baruapepe

1. Kuandika tungo mbalimbali
2. Wanafunzi kufanyiana tathmini
3. Potfolio
4. Shajara
5. Mijadala kuhusu vidokezo vya insha

4

Sarufi

Ukanushaji wa maneno na sentensi: Viambishi vya nafsi na wakati katika sentensi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua viambishi vya wakati na nafsi katika sentensi
2. kukanusha viambishi vya nafsi na wakati katika maneno na sentensi kwa usahihi
3. kutunga sentensi sahihi zenye viambishi vya nafsi na wakati na kuzikanusha
4. kufurahia ukanushaji wa viambishi vya nafsi na wakati katika sentensi

1. Viambishi vya nafsi katika vitenzi ni vipi?
2. Viambishi vya wakatikatika vitenzi ni vipi?
3. Unatumia viambishi gani wakati wa kukanusha vitenzi?

Mwanafunzi:

• Atambue viambishi vya nafsi (ni, tu, u, m, a, wa) na vya wakati (li, na, ta) katika vitenzi kwa kuvipigia mistari kwenye vitabu au kuvikolezea wino kwenye tarakilishi
• Atambue viambishi vya wakati li, na, ta katika hali yakinishi na ku, ta, si, ha, katikahali kanushi

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

1. Kutambua k.m. kwenye orodha
2. Kuambatanisha maneno lengwa
3. Kujaza mapengo
4. Kazi mradi

8

1

Ukanushaji wa maneno na sentensi: Viambishi vya nafsi na wakati katika sentensi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua viambishi vya wakati na nafsi katika sentensi
2. kukanusha viambishi vya nafsi na wakati katika maneno na sentensi kwa usahihi
3. kutunga sentensi sahihi zenye viambishi vya nafsi na wakati na kuzikanusha
4. kufurahia ukanushaji wa viambishi vya nafsi na wakati katika sentensi

1. Viambishi vya nafsi katika vitenzi ni vipi?
2. Viambishi vya wakatikatika vitenzi ni vipi?
3. Unatumia viambishi gani wakati wa kukanusha vitenzi?

• asome sentense zenye viambishi lengwa kwenye vitabu au tarakilishi katika hali yakinishi na kanushi
• akanushe maneno na sentensi akizingatia nafsi na nyakati kwenye daftari au kwa kutumia tarakilishi
• asikilize au kutazama vipindi vya ukanushaji wa nafsi na wakati kupitia vyombo vya kidijitali

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

1. Kutambua k.m. kwenye orodha
2. Kuambatanisha maneno lengwa
3. Kujaza mapengo
4. Kazi mradi

2

Ukanushaji wa maneno na sentensi: Viambishi vya nafsi na wakati katika sentensi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua viambishi vya wakati na nafsi katika sentensi
2. kukanusha viambishi vya nafsi na wakati katika maneno na sentensi kwa usahihi
3. kutunga sentensi sahihi zenye viambishi vya nafsi na wakati na kuzikanusha
4. kufurahia ukanushaji wa viambishi vya nafsi na wakati katika sentensi

1. Viambishi vya nafsi katika vitenzi ni vipi?
2. Viambishi vya wakatikatika vitenzi ni vipi?
3. Unatumia viambishi gani wakati wa kukanusha vitenzi?

• asome sentensi zenye viambishi lengwa kwenye vitabu au tarakilishi katika hali yakinishi na kanushi
• akanushe maneno na sentensi akizingatia nafsi na nyakati kwenye daftari au kwa kutumia tarakilishi
• asikilize au kutazama vipindi vya ukanushaji wa nafsi na wakati kupitia vyombo vya kidijitali

Tarakilishi/vipakat

alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

1. Kutambua k.m. kwenye orodha
2. Kuambatanisha maneno lengwa
3. Kujaza mapengo
4. Kazi mradi

3

Ukubwa na udogo wa nomino: Nomino zinazoanza kwa m- na zenye mzizi wa silabi mbili

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua nomino zinazoanza kwa herufi m- na zenye mzizi wa silabi mbili
2. kutambua nomino zinazoanza kwa herufi m- katika hali ya ukubwa na udogo
3. Kufurahia kutumia nomino katika hali ya ukubwa na udogo kwa usahihi ili kuimarisha mawasiliano.

1. Ni nomino gani unazoweza kutaja ukubwa wake?

Mwanafunzi:

• Atambue nomino zinazoanza kwa herufi m- na zenye mzizi wa silabi moja (k.m mtoto, mlango, mkate na mlima) kwenye chati, ubao, mti maneno, kapu la maneno au kifaa cha kidijitali.
• Atambue nomino zinazoanza kwa herufi m- na zenye mzizi wa silabi moja katika ukubwa na udogo (k.v. mtoto (toto- kitoto), mlango (lango - kilango), mkate (kate- kikate)
• ashiriki katika vikundi kubadilisha nomino kutoka hali ya wastani hadi hali ya ukubwa na udogo.

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

1. Kutambua k.m. kwenye orodha
2. Kuambatanisha maneno lengwa
3. Kujaza mapengo
4. Kazi mradi

4

Ukubwa na udogo wa nomino: Nomino zinazoanza kwa m- na zenye mzizi wa silabi mbili

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kubadilisha nomino katika hali wastani kuwa katika hali ya ukubwa na udogo
2. kutumia nomino zinazoanza kwa herufi m- katika hali ya ukubwa na udogo kwenye sentensi
3. Kufurahia kutumia nomino katika hali ya ukubwa na udogo kwa usahihi ili kuimarisha mawasiliano.

1. Ni nomino gani unazoweza kutaja ukubwa wake?

• ashiriki katika mchezo wa vikundi ambapo kikundi kimoja kitataja wastani wa nomino na kingine kutaja ukubwa na udogo wa nomino hiyo.
• Apewe orodha ya nomino katika hali ya ukubwa na orodha nyingine ya nomino katika hali ya udogo kwenye tarakilishi ili aziburure kuziambatanisha.
• atunge sentense zinazorejelea nomino lengwa katika ukubwa na udogo akiwa peke yake au kwenye vikundi.

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

1. Kutambua k.m. kwenye orodha
2. Kuambatanisha maneno lengwa
3. Kujaza mapengo
4. Kazi mradi

9

1

Ukubwa na udogo wa nomino: Ukubwa na udogo wa nomino zinazoanza kwa herufi n

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua nomino zinazoanza kwa herufi n- ili
2. kuzitofautisha na nonimo nyingine
3. kutambua nomino zinazoanza kwa herufi n- katika hali ya ukubwa na udogo
4. kufurahia kutumia nomino katika hali ya ukubwa na
5. udogo kwa usahihi ili kuimarisha mawasiliano

1. Ni nomino gani unazoweza kutaja udogo wake?

Mwanafunzi:

• Atambue nomino zinazoanza kwa herufi n- kwenye chati, ubao, mti maneno, kapu la maneno au kifaa cha kidijitali.
• Ashiriki katika vikundi kubadilisha nomino kutoka hali ya wastani hadi hali ya ukubwa na udogo.

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno

Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

1. Kutambua k.m. kwenye orodha
2. Kuambatanisha maneno lengwa
3. Kujaza mapengo
4. Kazi mradi

2

Ukubwa na udogo wa nomino: Ukubwa na udogo wa nomino zinazoanza kwa herufi n

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kubadilisha nomino katika hali wastani kuwa katika hali ya ukubwa na udogo
2. kutumia nomino katika hali ya ukubwa na udogo kwenye sentensi
3. kufurahia kutumia nomino katika hali ya ukubwa na udogo kwa usahihi ili kuimarisha mawasiliano

1. Ni nomino gani unazoweza kutaja udogo wake?

• ashiriki katika mchezo wa vikundi ambapo kikundi kimoja kitataja wastani wa nomino, kingine ukubwa na kingine kutaja udogo wa nomino hiyo.
• apewe orodha ya nomino katika hali ya ukubwa na orodha nyingine ya nomino katika hali ya udogokwenye tarakilishi ili aziburure kuziambatanisha.
• atunge sentensi zinazorejelea nomino lengwa katika ukubwa na udogo akiwa peke yake au kwenye vikundi

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

1. Kutambua k.m. kwenye orodha
2. Kuambatanisha maneno lengwa
3. Kujaza mapengo
4. Kazi mradi

3-4

Marudio

10

Mtihani

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;

• Create animated graphics using simple programming simulation
• use available learning applications to find solutions to problems in the local environment 
• appreciate the role of available learning
• applications like scratch in their everyday life

1. What coding skills can be applied in solving day to day problems?

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

• Word practical tasks
• Typing
• Document formatting

2

Coding Generating Animated Graphics

By the end of the lesson, the learner should be able to;

• Create animated graphics using simple programming simulation
• use available learning applications to find solutions to problems in the local environment
• appreciate the role of available learning
• applications like scratch in their everyday life

1. What coding skills can be applied in solving day to day problems?

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

• Word practical tasks
• Typing
• Document formatting

3

MATTE R

Change of state of matter

Effects if heating matter

By the end of the lesson, the learner should be able to:

• Define the term matter
• observe and record the change of state when common substances are heated
• state the change of state when substances are heated
• Appreciate that matter changes state when heated or cooled.

1. What is the effect of heating matter?
2. What is the effect of cooling matter?
3. What is the importance of
4. change of state of matter in day to day life?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

4

Change of state of matter

Effects if heating matter

By the end of the lesson, the learner should be able to:

• Define the term matter
• observe and record the change of state when common substances are heated
• state the change of state when substances are heated
• Appreciate that matter changes state when heated or cooled.

1. What is the effect of heating matter?
2. What is the effect of cooling matter?
3. What is the importance of change of state of matter in day to day life?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

2

1

Change of state of matter

Effects of cooling matter

By the end of the lesson, the learner should be able to:

• state the change of state when substances are cooled
• observe and record the change of state when substances are cooled
• Appreciate that matter changes state when heated or cooled.

1. What is the effect of heating matter?
2. What is the effect of cooling matter?
3. What is the importance of change of state of matter in day to day life?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

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:

• state the application of the change of state of matter in everyday life
• Describe the changes that takes place in the water cycle.
• Appreciate that matter changes state when heated or cooled.

1. What is the effect of heating matter?
2. What is the effect of cooling matter?
3. What is the importance of change of state of matter in day to day life?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

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:

• state the application of the change of state of matter in everyday life
• Describe the changes that takes place in the water cycle.
• Appreciate that matter changes state when heated or cooled.

1. What is the effect of heating matter?
2. What is the effect of cooling matter?
3. What is the importance of change of state of matter in day to day life?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

4

Change of state of matter Water cycle

By the end of the lesson, the learner should be able to:

• Describe the changes that takes place in the water cycle.
• Watch a video clip on the water cycle
• Appreciate that matter changes state when heated or cooled.

1. What is the effect of heating matter?
2. What is the effect of cooling matter?
3. What is the importance of change of state of matter in day to day life?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

3

1

Change of state of matter

Making candles

By the end of the lesson, the learner should be able to:

• Make a candle using candle wax or bee wax
• Watch a video clip on the water cycle
• Appreciate that matter changes state when heated or cooled.

1. What is the effect of heating matter?
2. What is the effect of cooling matter?
3. What is the importance of change of state of matter in day to day life?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

2

Change of state of matter

Making candles

By the end of the lesson, the learner should be able to:

• Make a candle using candle wax or bee wax
• Watch a video clip on the water cycle
• Appreciate that matter changes state when heated or cooled.

1. What is the effect of heating matter?
2. What is the effect of cooling matter?
3. What is the importance of change of state of matter in day to day life?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

3

Acids and bases Identifying acids and bases

By the end of the lesson, the learner should be able to:

• Differentiate between acid and bases
• Identify acids and bases in the locality
• apply safety precautions when handling acids and bases

1. What is the importance of acids and bases in the society?
2. What it safety precautions must be observed when handling corrosive acids and bases?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

4

Acids and bases

commonly used substances as acids and bases

By the end of the lesson, the learner should be able to:

• use litmus paper to identify acids and bases
• classify commonly used substances as acids and bases
• apply safety precautions when handling acids and bases

1. What is the importance of acids and bases in the society?
2. What it safety precautions must be observed when handling corrosive acids and bases?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

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:

• use litmus paper to identify acids and bases
• classify commonly used substances as acids and bases
• apply safety precautions when handling acids and bases

1. What is the importance of acids and bases in the society?
2. What it safety precautions must be observed when handling corrosive acids and bases?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

2

Acids and bases Physical properties of acids and bases

By the end of the lesson, the learner should be able to:

• classify commonly used substances as acids and bases
• state physical properties of acids and bases
• apply safety precautions when handling acids and bases

1. What is the importance of acids and bases in the society?
2. What it safety precautions must be observed when handling corrosive acids and bases?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

3

Acids and bases

Physical properties of acids and bases

By the end of the lesson, the learner should be able to:

• classify commonly used substances as acids and bases
• state physical properties of acids and bases
• apply safety precautions when handling acids and bases

1. What is the importance of acids and bases in the society?
2. What it safety precautions must be observed when handling corrosive acids and bases?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

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:

• state the uses of acids and bases in daily life
• Develop curiosity In explaining the importance of acids and bases in the society
• apply safety precautions when handling acids and bases

1. What is the importance of acids and bases in the society?
2. What it safety precautions must be observed when handling corrosive acids and bases?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

5

1

FORCE AND

ENERG

Y

Gravity Meaning of Gravity

By the end of the lesson, the learner should be able to:

• state the meaning of gravity as force acting on objects
• Identify the effect of gravity on an object.
• appreciate effects of gravity in everyday life

1. How does gravity affect objects?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

2

Gravity Effects of gravity on an object

By the end of the lesson, the learner should be able to:

• state the meaning of gravity as force acting on objects
• Identify the effect of gravity on an object.
• appreciate effects of gravity in everyday life

1. How does gravity affect objects?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

3

Gravity Effects of gravity on an object

By the end of the lesson, the learner should be able to:

• state the meaning of gravity as force acting on objects
• Identify the effect of gravity on an object.
• demonstrate the effect of gravity on objects
• appreciate effects of gravity in everyday life

1. How does gravity affect objects?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

4

Gravity Effects of gravity on an object

By the end of the lesson, the learner should be able to:

• state the meaning of gravity as force acting on objects
• demonstrate the effect of gravity on objects
• appreciate effects of gravity in everyday life

1. How does gravity affect objects?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

6

1

Gravity Application of gravity 

By the end of the lesson, the learner should be able to:

• state the effects of gravity on objects
• discuss the application of gravity
• appreciate effects of gravity in everyday life

1. How does gravity affect objects?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

2

Gravity Application of effects of gravity

By the end of the lesson, the learner should be able to:

• state the meaning of gravity as force acting on objects
• demonstrate the effect of gravity on objects
• appreciate effects of gravity in everyday life

1. How does gravity affect objects?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

3

Sound energy Producing sounds

By the end of the lesson, the learner should be able to:

• define the term sound energy
• differentiate between loud and soft sounds produced by objects
• Develop interest in protecting self against sound pollution.

1. How do we produce loud and soft sound?
2. What are the effects of sound pollution?
3. How do you protect yourself from sound pollution?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

4

Sound energy loud and soft

By the end of the lesson, the learner should be able to:

• Define the term sound
• Classify sound as loud and soft sounds
• Develop interest in protecting self against sound pollution.

1. How do we produce loud and soft sound?
2. What are the effects of sound pollution?
3. How do you protect yourself from sound pollution?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

7

1

Sound energy Identifying areas with loud sounds

By the end of the lesson, the learner should be able to:

• Define the term sound pollution
• explain what is sound pollution in the environment
• employ measures to protect self from sound pollution
• Develop interest in protecting self against sound pollution.

1. How do we produce loud and soft sound?
2. What are the effects of sound pollution?
3. How do you protect yourself from sound pollution?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

2

Sound energy Effects of sound pollution

By the end of the lesson, the learner should be able to:

• explain what is sound pollution in the environment
• identify effects of loud sounds on health
• employ measures to protect self from sound pollution
• Develop interest in protecting self against sound pollution.

1. How do we produce loud and soft sound?
2. What are the effects of sound pollution?
3. How do you protect yourself from sound pollution?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

3

Sound energy: Making sound cone sound amplifier or ear muffs

By the end of the lesson, the learner should be able to:

• Identify locally available materials for the project
• Make a sound cone sound amplifier or ear muffs using locally available materials
• Develop interest in protecting self against sound pollution.

1. How do we produce loud and soft sound?
2. What are the effects of sound pollution?
3. How do you protect yourself from sound pollution?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

4

Sound energy: Making sound cone sound amplifier or ear muffs

By the end of the lesson, the learner should be able to:

• Identify locally available materials for the project
• Make a sound cone sound amplifier or ear muffs using locally available materials
• Develop interest in protecting self against sound pollution.

1. How do we produce loud and soft sound?
2. What are the effects of sound pollution?
3. How do you protect yourself from sound pollution?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

8

1

Heat transfer Transfer of heat in liquids and Gases

By the end of the lesson, the learner should be able to:

• Define the term convection
• Demonstrate transfer of heat in liquids and gases.
• Draw and label the transfer of heat from liquids to gases
• develop interest in finding out more about convection and radiation

1. How is heat transferred in liquids and gases?
2. How is heat transferred where there is no matter?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

2

Transfer of heat in liquids and Gases

By the end of the lesson, the learner should be able to:

• Define the term convection
• Demonstrate transfer of heat in liquids and gases.
• Draw and label the transfer of heat from liquids to gases
• develop interest in finding out more about convection and radiation

1. How is heat transferred in liquids and gases?
2. How is heat transferred where there is no matter?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

3

Heat transfer Application of convection in daily life

By the end of the lesson, the learner should be able to:

• Demonstrate transfer of heat in liquids and gases.
• Identify the applications of convection in day to day life.
• develop interest in finding out more about convection and radiation

1. How is heat transferred in liquids and gases?
2. How is heat transferred where there is no matter?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

4

Heat transfer Transfer of Heat by Radiation

By the end of the lesson, the learner should be able to:

• Define the term radiation
• demonstrate heat transfer by radiation
• develop interest in finding out more about convection and radiation

1. How is heat transferred in liquids and gases?
2. How is heat transferred where there is no matter?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

9

1

Heat transfer through radiation

By the end of the lesson, the learner should be able to:

• Define the term radiation
• demonstrate heat transfer by radiation
• develop interest in finding out more about convection and radiation

1. How is heat transferred in liquids and gases?
2. How is heat transferred where there is no matter?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

2

Heat transfer through radiation

By the end of the lesson, the learner should be able to:

• demonstrate heat transfer by radiation
• Identify applications of radiation in day to day life.
• develop interest in finding out more about convection and radiation

1. How is heat transferred in liquids and gases?
2. How is heat transferred where there is no matter?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

3

Application of radiation in real life

By the end of the lesson, the learner should be able to:

• Identify applications of radiation in day to day life.
• Make an improvised solar heater
• develop interest in finding out more about convection and radiation

1. How is heat transferred in liquids and gases?
2. How is heat transferred where there is no matter?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

4

Making and Improvised Sola Heater

By the end of the lesson, the learner should be able to:

• Identify applications of radiation in day to day life.
• Make an improvised solar heater
• develop interest in finding out more about convection and radiation

1. How is heat transferred in liquids and gases?
2. How is heat transferred where there is no matter?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

10

1

EARTH AND SPACE

Moon Observing different phases of the moon

By the end of the lesson, the learner should be able to:

• Identify the moon in the sky at night
• Observe the sky at night
• show curiosity in observing the phases of the moon

1. How does the appearance of the moon change from time to time?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

2

Moon Identifying different Phases of the moon

By the end of the lesson, the learner should be able to:

• Identify different phases of the moon.
• Draw and colour the different phases of the moon
• show curiosity in observing the phases of the moon

1. How does the appearance of the moon change from time to time?

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.

• question and answer method,
• class quizzes
• individual performance assessment and project work

3

Moon Identifying different Phases of the moon

By the end of the lesson, the learner should be able to:

• Identify different phases of the moon.
• Draw and colour the different phases of the moon
• show curiosity in observing the phases of the moon

1. How does the appearance of the moon change from time to time?

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

• question and answer method,
• class quizzes
• individual performance assessment and project work

4

Moon Recording Different phases of the moon

By the end of the lesson, the learner should be able to:

• Name the different phases of the moon and how they change from time to time
• Observe and record the different phases of the moon.
• show curiosity in observing the phases of the moon

1. How does the appearance of the moon change from time to time?

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

• question and answer method,
• class quizzes
• individual performance assessment and project 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:

• Identify major minerals found in the Country
• draw a map of Kenya
• and locate major minerals
• appreciate the importance of minerals found in our country

How do we benefit from the minerals found in our country?

Learners are guided to:

• Brainstorm in pairs and list the minerals found in Kenya
• (Soda ash, Diatomite , limestone, Salt, petroleum)
• Identify in groups, minerals found in Kenya using appropriate media
• Draw a map of Kenya and locate major minerals.

• Maps
• Photographs and pictures
• Flash cards and posters
• Vetted digital resources, educational computer games

• Oral Questions
• Teacher made tests
• Observation

2

Mining in Kenya: importance of minerals

By the end of the sub-strand, the learner should be able to:

• examine the importance of minerals in our country
• discuss problems facing mining in Kenya
• appreciate the importance of minerals found in our country

How do we benefit from the minerals found in our country?

• Engage with a resource person on the importance of minerals.
• Discuss in groups, problems facing mining in Kenya and do class presentations

• Maps
• Photographs and pictures
• Flash cards and posters
• Vetted digital resources, educational computer games 

• Oral Questions
• Teacher made tests
• Observation

3

Mining in Kenya: importance of minerals

By the end of the sub-strand, the learner should be able to:

• examine the importance of minerals in our country
• discuss problems facing mining in Kenya
• appreciate the importance of minerals found in our country

How do we benefit from the minerals found in our country?

• Visit a mining site in the locality/use internet to learn more about importance of mining in our country
• Prepare a report on the

• visit/internet search and present in class
• Create posters on importance of mining in Kenya

• Maps
• Photographs and pictures
• Flash cards and posters
• Vetted digital

• resources, educational computer games

• Oral Questions
• Teacher made tests
• Observation

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;

• describe the contributions of selected traditional leaders in the country
• state the roles of traditional leaders
• appreciate the role of traditional leaders in the community

Why are traditional leaders important in our community?

Learners are guided to:

• Brainstorm, in groups on who is a traditional leader
• Find out from parents/guardians the role of traditional leaders in the community and share in class
• Observe pictures of selected traditional leaders in Kenya using appropriate media (Kivoi wa Mwendwa and Mekatilili wa Menza)

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

2

Leadership and Political Change: Traditional leaders in Kenya

By the end of the sub strand, the learner should be able to

• illustrate the differences and similarities between the selected traditional leaders in Kenya
• Name some traditional leaders appreciate the role of traditional leaders in the community

Why are traditional leaders important in our community?

• Gather information in groups, and do a write up on the contributions of selected traditional leaders in Kenya
• Present their findings in class
• Illustrate the differences and similarities between the selected traditional leaders in Kenya using charts and display in class

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

3

Leadership and Political Change: Traditional leaders in Kenya

By the end of the sub strand, the learner should be able to

• illustrate the differences and similarities between the selected traditional leaders in Kenya
• Name some traditional leaders
• appreciate the role of traditional leaders in the community

Why are traditional leaders important in our community?

• Collect and creatively display portraits/ pictures of the selected traditional leaders in Kenya
• Draw, colour and display in class pictures of selected traditional leaders
• Share with parents/guardians the contributions of traditional leaders in Kenya

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

3

1

Early forms of Government

By the end of the sub strand, the learner should be able to;

• describe early forms of government among selected communities in Kenya
• state the source of early forms of government among the Maasai and Ameru
• appreciate the importance of early forms of governance in our country

How was your community ruled in the past?

Learners are guided to:

• Brainstorm in pairs on forms of leadership in their community and share in class
• Use appropriate media to describe early forms of government among the Maasai and Ameru
• Find out from the library or relevant sources the early forms of government among the Maasai and Ameru
• Present their findings in class

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

2

Early forms of Government

By the end of the sub strand, the learner should be able to;

• describe early forms of government among selected communities in Kenya
• state the source of early forms of government among the Maasai and Ameru
• appreciate the importance of early forms of governance in our country

How was your community ruled in the past?

Learners are guided to:

• Brainstorm in pairs on forms of leadership in their community and share in class
• Use appropriate media to describe early forms of government among the Maasai and Ameru
• Find out from the library or relevant sources the early forms of government among the Maasai and Ameru
• Present their findings in class

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

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;

• illustrate the differences and similarities in early forms of government between the Maasai and Ameru
• role play early forms of government among the Maasai and Ameru
• appreciate the importance of early forms of governance in our country

How was your community ruled in the past?

• Develop a chart to illustrate the differences and similarities in early forms of government among the Maasai and the Ameru
• Create a simple journal on what they have learnt about early forms of government among the Maasai and the Ameru
• Role play early forms of government among the Maasai or the Ameru

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

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;

• illustrate the differences and similarities in early forms of government between the Maasai and Ameru
• role play early forms of government among the Maasai and Ameru
• appreciate the importance of early forms of governance in our country

How was your community ruled in the past?

• Develop a chart to illustrate the differences and similarities in early forms of government among the Maasai and the Ameru
• Create a simple journal on what they have learnt about early forms of government among the Maasai and the Ameru
• Role play early forms of government among the Maasai or the Ameru

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

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;

• illustrate the differences and similarities in early forms of government between the Maasai and Ameru
• role play early forms of government among the Maasai and Ameru
• appreciate the importance of early forms of governance in our country

How was your community ruled in the past?

• Develop a chart to illustrate the differences and similarities in early forms of government among the Maasai and the Ameru
• Create a simple journal on what they have learnt about early forms of government among the Maasai and the Ameru
• Role play early forms of government among the Maasai or the Ameru

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

3

Citizenship in Kenya: Good citizenship

By the end of the sub strand, the learner should be able to:

• state how one becomes a Kenyan citizen
• explain ways in which one may lose Kenyan citizenship
• citizenship in our country
• demonstrate good citizenship in Kenya

Who is a Kenyan Citizen?

Learners are guided to;-

• Find out ways of becoming a Kenyan citizen using digital resources
• Brainstorm in groups, ways of becoming a Kenyan citizen and share in class.
• Discuss in pairs, the requirements for dual citizenship in Kenya and share in class.

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

5

1

Citizenship in Kenya: Good citizenship

By the end of the sub strand, the learner should be able to:

• discuss the requirements for dual citizenship in Kenya
• develop communication messages on good citizenship in our country
• demonstrate good citizenship in Kenya

Who is a Kenyan Citizen?

• Discuss in groups, ways in which one may lose Kenyan citizenship and present in class.
• Write an essay on what may happen if one lost Kenyan citizenship
• Create and recite poems on Kenyan citizenship.
• Sing songs on good Kenyan Citizenship
• Develop communication messages on good citizenship and share with others in school

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

2

Symbols of Nationals Unity

By the end of the sub strand, the learner should be able to;

• identify national symbols in Kenya
• draw and colour the national symbols using locally available materials
• desire to promote national unity in the country

How can we promote National unity in our country?

Learner are guided to;-

• Think pair and share national symbols in Kenya. (The Coat of arms. The national flag ,the national anthem and the Public Seal)
• Use appropriate media to identify the national symbols in Kenya and share with others in class.
• Draw and colour the national symbols in Kenya using the locally available materials. (The Coat of arms. The national flag and the Public Seal)

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project
• Work
• Checklist
• Portfolio

3

Factors that promote National Unity

By the end of the sub strand, the learner should be able to;

• discuss factors which promote national unity in the country
• sing and write the three stanzas of the National anthem
• desire to promote national unity in the country

How can we promote National unity in our country?

• Sing and write down in groups, the three stanzas of the National anthem of Kenya
• Brainstorm in groups factors which promote national unity in Kenya (National Symbols, National Days and National languages)
• Use appropriate media to establish factors which promote national unity in Kenya

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources 
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

6

1

Factors that promote National Unity

By the end of the sub strand, the learner should be able to;

• discuss factors which promote national unity in the country
• sing and write the three stanzas of the National anthem
• desire to promote national unity in the country

How can we promote National unity in our country?

• Find out from parents/ guardians or elders about the National days in Kenya
• Write a report and share in class about national days in Kenya
• Share experiences on national days in Kenya
• Sing songs on national unity
• Participate in celebration of national days in Kenya

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

2

Human rights

By the end of the sub-strand, the learner should be able to;

• Identify the basic human rights in Kenya
• explain the importance of human rights in society
• desire to promote respect for human rights in society

Why is it important to respect human rights?

Learners are guided to:

• Brainstorm in groups on the meaning of Human Rights and share in class
• Identify the basic human rights in Kenya using appropriate media and share in class
• Discuss in groups the importance of human rights in society and do class presentations.

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

3

Human rights

By the end of the sub-strand, the learner should be able to;

• explain the importance of human rights in society
• create awareness on the importance of respecting human rights in society
• desire to promote respect for human rights in society

Why is it important to respect human rights?

• Engage with a resource person on the importance of human rights and write a report
• Recite poems and sing songs on importance of human rights in society.
• Develop posters to create awareness on the importance of respecting human rights in society

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

7

1

Governance

in Kenya

Democracy in society: Types of Democracy

By the end of the sub strand the learner should be able to;

• identify types of democracy in Kenya
• define the term democracy
• desire to promote democracy in society

How can we

practice democracy in our society?

Learners are guided to:

• Brainstorm, in pairs to understand the meaning of democracy.
• Find out types of democracy in Kenya using appropriate media and write short notes (Direct and in direct Democracy)

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral
• Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

2

Benefits of Democracy

By the end of the sub strand the learner should be able to;

• discuss benefits of democracy in society
• develop posters on benefits of democracy in society
• desire to promote democracy in society

How can we practice

democracy in our society?

• Discuss in groups and list the benefits of democracy in society
• Engage with a resource person on the benefits of democracy in society
• Find out more about benefits of democracy in society using digital resources/appropriate media
• Recite poems /sing songs on the importance of democracy in society
• Participate in democratic processes in society

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher
• made tests
• Observation
• Project Work
• Checklist
• Portfolio

3

Electoral Process In Kenya

By the end of the sub strand, the learner should be able to;

• explain the importance of voting in Kenya
• identify the elective political positions in Kenya
• desire to participate in free and fair elections

Why should we vote?

Learners are guided to:

• Think pair and share on the meaning of voting
• Brainstorm in pairs, the importance of voting and share in class.
• Use digital resources to identify elective political positions in Kenya
• Engage with a resource person on the voting steps in Kenya and write a report

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

8

1

Electoral Process In Kenya

By the end of the sub strand, the learner should be able to;

• explain the importance of voting in Kenya
• identify the elective political positions in Kenya
• desire to participate in free and fair elections

Why should we vote?

Learners are guided to:

• Think pair and share on the meaning of voting
• Brainstorm in pairs, the importance of voting and share in class.
• Use digital resources to identify elective political positions in Kenya
• Engage with a resource person on the voting steps in Kenya and write a report

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

2

Electoral Process In Kenya

By the end of the sub strand, the learner should be able to;

• illustrate the steps of voting in the country
• identify the elective political positions in Kenya desire to participate in free and fair elections

Why should we vote?

Discuss in groups the voting steps in Kenya

• Develop a poster on voting steps in Kenya and display in school
• Role play the voting process in Kenya/elected leaders in Kenya
• Share with members of the community the voting steps in Kenya
• Share experiences in class on the elections in Kenya

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

3

Electoral Process In Kenya

By the end of the sub strand, the learner should be able to;

• illustrate the steps of voting in the country
• identify the elective political positions in Kenya
• desire to participate in free and fair elections

Why should we vote?

• Discuss in groups the voting steps in Kenya
• Develop a poster on voting steps in Kenya and display in school
• Role play the voting process in Kenya/elected leaders in Kenya
• Share with members of the community the voting steps in Kenya
• Share experiences in class on the elections in Kenya

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

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;

• Describe the composition of the three arms of National Government in Kenya
• Identify the three arms of Government
• desire to participate in national governance in the country

What is the work of Government in our country?

Learners are guided to:

• Brain storm in groups the three arms of National Government in Kenya and share in
• class (The Executive, The Legislature and The Judiciary)
• Identify the three arms of government using appropriate media and list them down.
• Brainstorm in pairs the composition of the National Government in Kenya and share in class

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

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;

• Describe the composition of the three arms of National Government in Kenya
• Identify the three arms of Government
• desire to participate in national governance in the country

What is the work of Government in our country?

Learners are guided to:

• Brain storm in groups the three arms of National Government in Kenya and share in
• class (The Executive, The Legislature and The Judiciary)
• Identify the three arms of government using appropriate media and list them down.
• Brainstorm in pairs the composition of the National Government in Kenya and share in class

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

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;

• illustrate the composition of the three arms of National Government in Kenya
• explain the functions of the three arms of National Government in Kenya
• desire to participate in national governance in the country

What is the work of Government in our country?

• Find out in groups, the composition of the three arms of government in Kenya using relevant sources
• Illustrate and display in class the composition of the three arms of National Government in Kenya
• Discuss, in groups functions of the three arms of National Government in Kenya

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

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;

• illustrate the composition of the three arms of National Government in Kenya
• explain the functions of the three arms of National Government in Kenya
• desire to participate in national governance in the country

What is the work of Government in our country?

• Engage with a resource person on the functions of the three arms of National Government
• Respond to a worksheet on the functions of the
• three arms of National Government and share experiences.

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

2-3

ASSESMENT

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

1. Establish a nursery bed for vegetables
2. Demonstrate sowing of seeds on a nursery bed
3. Appreciate the importance of growing vegetable for nutrition and food security.

1. What are the gardening practices for vegetables? 
2. Why should we grow vegetables?

• In groups, learners to sow vegetable seeds on the prepared nursery bed.

• Pictures
• Photos
• Realia
• Digital devices
• Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.70-71

MTP Agriculture Grade 5 TG. Pg.112

• Oral questions
• Written quizzes
• Observation

2

Care for vegetable seedlings in the nursery bed

By the end of the sub strand the learner should be able to:

1. Identify gardening practices for vegetables.
2. Take care of a nursery bed for vegetables
3. Appreciate the importance of growing vegetable for nutrition and food security.

1. What are the gardening practices for vegetables? 
2. Why should we grow vegetables?

• In groups, learners take care of the established vegetable crop using correct tools and equipment appropriately.
• In groups, learners take care of the nursery bed (mulching, watering, thinning, uprooting weeds, removing pests and diseased plants)

• Pictures
• Photos
• Realia
• Digital devices
• Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.72

MTP Agriculture
Grade 5 TG. Pg. 113-114

• Oral questions
• Written quizzes
• Observation

3

Care for vegetable seedlings in the nursery bed

By the end of the sub strand the learner should be able to

1. Identify gardening practices for vegetables.
2. Take care of a nursery bed for vegetables
3. Appreciate the importance of growing vegetable for nutrition and food security.

1. What are the gardening practices for vegetables? 
2. Why should we grow vegetables?

• In groups, learners take care of the established vegetable crop using correct tools and equipment appropriately.
• In groups, learners take care of the nursery bed (mulching, watering, thinning, uprooting weeds, removing pests and diseased plants)

• Pictures
• Photos
• Realia
• Digital devices
• Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.72

MTP Agriculture Grade 5 TG. Pg. 113-114

• Oral questions
• Written quizzes
• Observation

2

1

Preparing the seedbed

for planting

vegetables

By the end of the sub strand the learner should be able to

1. Take care of a nursery bed for vegetables
2. Prepare the seedbed for planting vegetables
3. Appreciate the importance of growing vegetable for nutrition and food security.

1. What are the gardening practices for vegetables?
2. Why should we grow vegetables?

• In groups, learners prepare a suitable nursery bed for planting vegetables.

• Pictures
• Photos
• Realia
• Digital devices
• Video clips
• MTP Agriculture Grade 5 Leaners Bk. Pg.73

MTP Agriculture Grade 5 TG. Pg. 115-116

• Oral questions
• Written quizzes
• Observation

2

Procedure

of

transplanti

ng

By the end of the sub strand the learner should be able to

1. Take care of a nursery bed for vegetables
2. Transplant seedlings from a vegetable nursery to a suitable site.
3. Appreciate the importance of growing vegetable for nutrition and food security.

1. What are the gardening practices for vegetables?
2. Why should we grow vegetables?

• In groups, learners transplant vegetable into a prepared seedbed.

• Pictures
• Photos
• Realia
• Digital devices
• Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.74-75

MTP Agriculture Grade 5 TG. Pg. 117-116

• Oral questions
• Written quizzes
• Observation

3

Procedure

of

transplanti

ng

By the end of the sub strand the learner should be able to

1. Take care of a nursery bed for vegetables
2. Transplant seedlings from a vegetable nursery to a suitable site.
3. Appreciate the importance of growing vegetable for nutrition and food security.

1. What are the gardening practices for vegetables?
2. Why should we grow vegetables?

• In groups, learners transplant vegetable into a prepared seedbed.

• Pictures
• Photos
• Realia
• Digital devices
• Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.74-75

MTP Agriculture Grade 5 TG. Pg.

117-116

• Oral questions
• Written quizzes
• Observation

3

1

Selling surplus

vegetable

seedlings

By the end of the sub strand the learner should be able to

1. Transplant seedlings from a vegetable nursery to a suitable site.
2. Sell surplus vegetable seedlings to earn income.
3. Appreciate the importance of growing vegetable for nutrition and food security.

1. What are the gardening practices for vegetables?
2. Why should we grow vegetables?

• Learners to sell surplus vegetables to the community.
• Learners to assist parents and guardians in the activities for growing vegetables and maintaining tools and equipment at home.
• Learners to sell surplus vegetables seedlings to the community.

• Pictures
• Photos
• Realia
• Digital devices
• Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.76

MTP Agriculture Grade 5 TG. Pg. 120-121

• Oral questions
• Written quizzes
• Observation

2

Identifying gardening practices for vegetables

By the end of the sub strand the learner should be able to

1. Identify gardening practices for vegetables.
2. Take care of a nursery bed for vegetables
3. Appreciate the importance of growing vegetable for nutrition and food security.

1. What are the gardening practices for vegetables? 
2. Why should we grow vegetables?

• In groups, learners brainstorm and share experience on gardening such as mulching, watering, thinning, weeding, removal of pests and diseased plants or parts.

• Pictures
• Photos
• Realia
• Digital devices
• Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.77-78

MTP Agriculture Grade 5 TG. Pg. 121-122

• Oral questions
• Written quizzes
• Observation

3

Taking care of growing vegetable crops

By the end of the sub strand the learner should be able to

1. Take care of growing vegetable crop after transplanting.
2. Use correct tools and equipment appropriately in taking care of growing vegetables to ensure safety of self and others
3. Appreciate the importance of growing vegetable for nutrition and food security.

1. What are the gardening practices for vegetables? 
2. Why should we grow vegetables?

• In groups, learners take care of the established vegetable crop using correct tools and equipment appropriately.
• In groups, learners take care of the nursery bed (mulching, watering, thinning, uprooting weeds, removing pests and diseased plants)

• Pictures
• Photos
• Realia
• Digital devices
• Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.79-80

MTP Agriculture Grade 5 TG. Pg. 122-123

• Oral questions
• Written quizzes
• Observation

4

1

Identifying vegetables suitable for harvesting

By the end of the sub strand the learner should be able to

1. Use correct tools and equipment appropriately in taking care of growing vegetables to ensure safety of self and others
2. Determine appropriate stage of harvesting vegetables.
3. Appreciate the importance of growing vegetable for nutrition and food security.

1. What are the gardening practices for vegetables? 
2. Why should we grow vegetables?

• In groups, learners to brainstorm on appropriate stage of harvesting vegetables.
• In groups, learners to harvest vegetables for consumption and nutrition.

• Pictures
• Photos
• Realia
• Digital devices
• Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.81-82

MTP Agriculture Grade 5 TG. Pg. 124-126

• Oral questions
• Written quizzes
• Observation

2

Harvesting vegetables

By the end of the sub strand the learner should be able to

1. Determine appropriate stage of harvesting vegetables.
2. Harvest vegetables crops appropriately to avoid damage.
3. Appreciate the importance of growing vegetable for nutrition and food security.

1. What are the gardening practices for vegetables? 
2. Why should we grow vegetables?

• In groups, learners to brainstorm on appropriate stage of harvesting vegetables.
• In groups, learners to harvest vegetables for consumption and nutrition.

• Pictures
• Photos
• Realia
• Digital devices
• Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.83

MTP Agriculture Grade 5 TG. Pg. 126-127

• Oral questions
• Written quizzes
• Observation

3

Keeping consumptio n and sales record

By the end of the sub strand the learner should be able to

1. Make and keep consumption and sales record
2. Harvest vegetables crops appropriately to avoid damage.
3. Appreciate the importance of growing vegetable for nutrition and food security.

1. What are the gardening practices for vegetables? 
2. Why should we grow vegetables?

• In groups, learner brainstorm and share experiences on importance of growing vegetables.
• Learners to keep record of consumption and sales

• Pictures
• Photos
• Realia
• Digital devices
• Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.84

MTP Agriculture Grade 5 TG. Pg. 128-131

• Oral questions
• Written quizzes
• Observation

5

1

Innovative Gardening: Vertical and Horizontal gardening

By the end of the sub strand the learner should be able to

1. Distinguish between horizontal and vertical innovative gardening.
2. Watch a video clip on innovative gardening practices
3. Show interest in growing of crops using innovative gardening.

1. How can gardening be done on vertical and horizontal spaces? 
2. What materials can be used to construct innovative gardens?

• In groups, learners to brainstorm on the difference between horizontal and vertical innovative gardening.
• Learners watch or conserve stimulus materials (video clips, pictures, and photographs) on innovative gardening practices showing various crops in innovative gardens (vertical and horizontal gardens)

• Pictures
• Photos
• Realia
• Digital devices
• Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.88

MTP Agriculture Grade 5 TG. Pg. 133

• Oral questions
• Written quizzes
• Observation

2

Innovative gardening practices

By the end of the sub strand the learner should be able to

1. Distinguish between horizontal and vertical innovative gardening.
2. Identify various innovative gardening practices
3. Show interest in growing of crops using innovative gardening.

1. How can gardening be done on vertical and horizontal spaces? 
2. What materials can be used to construct innovative gardens?

• In groups, learners to identify suitable ways and materials (sacks, wails, plastic pipes and plastic bottles) for practicing innovative gardening.
• In groups, learners to discuss how innovative gardening can be practiced and where they could locate the innovative gardens

• Pictures
• Photos
• Realia
• Digital devices
• Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.89-90

MTP Agriculture Grade 5 TG. Pg. 134

• Oral questions
• Written quizzes
• Observation

3

Innovative gardening practices

By the end of the sub strand the learner should be able to

1. Distinguish between horizontal and vertical innovative gardening.
2. Identify various innovative gardening practices
3. Show interest in growing of crops using innovative gardening.

1. How can gardening be done on vertical and horizontal spaces? 
2. What materials can be used to construct innovative gardens?

• In groups, learners to identify suitable ways and materials (sacks, wails, plastic pipes and plastic bottles) for practicing innovative gardening.
• In groups, learners to discuss how innovative gardening can be practiced and where they could locate the innovative gardens

• Pictures
• Photos
• Realia
• Digital devices
• Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.89-90

MTP Agriculture Grade 5 TG. Pg. 134

• Oral questions
• Written quizzes
• Observation

6

1

Innovative gardening practices

By the end of the sub strand the learner should be able to

1. Distinguish between horizontal and vertical innovative gardening.
2. Identify various innovative gardening practices
3. Show interest in growing of crops using innovative gardening.

1. How can gardening be done on vertical and horizontal spaces? 
2. What materials can be used to construct innovative gardens?

• In groups, learners to identify suitable ways and materials (sacks, wails, plastic pipes and plastic bottles) for practicing innovative gardening.
• In groups, learners to discuss how innovative gardening can be practiced and where they could locate the innovative gardens

• Pictures
• Photos
• Realia
• Digital devices
• Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.89-90

MTP Agriculture Grade 5 TG. Pg. 134

• Oral questions
• Written quizzes
• Observation

2

Preparing and establishing innovative gardens

By the end of the sub strand the learner should be able to

1. Prepare innovative gardens for sowing vegetable seeds.
2. Sow vegetable seeds in the innovative gardens.
3. Show interest in growing of crops using innovative gardening.

1. How can gardening be done on vertical and horizontal spaces? 
2. What materials can be used to construct innovative gardens?

• In groups, learners prepare innovative gardens for sowing vegetables.
• In groups, learners to sow vegetables materials in the innovative gardens.

• Pictures
• Photos
• Realia
• Digital devices
• Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.91-92

MTP Agriculture Grade 5 TG. Pg. 135

• Oral questions
• Written quizzes
• Observation

3

Preparing and establishing innovative gardens

By the end of the sub strand the learner should be able to

1. Prepare innovative gardens for sowing vegetable seeds.
2. Sow vegetable seeds in the innovative gardens.
3. Show interest in growing of crops using innovative gardening.

1. How can gardening be done on vertical and horizontal spaces?
2. What materials can be used to construct innovative gardens?

• In groups, learners prepare innovative gardens for sowing vegetables.
• In groups, learners to sow egetables materials in the innovative gardens.

• Pictures
• Photos
• Realia
• Digital devices
• Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.91-92

MTP Agriculture Grade 5 TG. Pg. 135

• Oral questions
• Written quizzes
• Observation

7

1

Preparing and establishing innovative gardens

By the end of the sub strand the learner should be able to

1. Prepare innovative gardens for sowing vegetable seeds.
2. Sow vegetable seeds in the innovative gardens.
3. Show interest in growing of crops using innovative gardening.

1. How can gardening be done on vertical and horizontal spaces? 
2. What materials can be used to construct innovative gardens?

• In groups, learners prepare innovative gardens for sowing vegetables.
• In groups, learners to sow vegetables materials in the innovative gardens.

• Pictures
• Photos
• Realia
• Digital devices
• Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.91-92

MTP Agriculture Grade 5 TG. Pg. 135

• Oral questions
• Written quizzes
• Observation

2

Preparing and establishing innovative gardens

By the end of the sub strand the learner should be able to

1. Prepare innovative gardens for sowing vegetable seeds.
2. Sow vegetable seeds in the innovative gardens.
3. Show interest in growing of crops using innovative gardening.

1. How can gardening be done on vertical and horizontal spaces? 
2. What materials can be used to construct innovative gardens?

• In groups, learners prepare innovative gardens for sowing vegetables.
• In groups, learners to sow vegetables materials in the innovative gardens.

• Pictures
• Photos
• Realia
• Digital devices
• Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.91-92

MTP Agriculture Grade 5 TG. Pg. 135

• Oral questions
• Written quizzes
• Observation

3

Importance of innovative gardening

By the end of the sub strand the learner should be able to

1. Discuss the importance of innovative gardening
2. Sow vegetable seeds in the innovative gardens.
3. Show interest in growing of crops using innovative gardening.

1. How can gardening be done on vertical and horizontal spaces? 
2. What materials can be used to construct innovative gardens?

• In groups, learners discuss the importance of innovative gardening.
• Learners to collaborate with parents and guardians to establish innovative gardens for growing vegetables at home.

• Pictures
• Photos
• Realia
• Digital devices
• Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.93

MTP Agriculture Grade 5 TG. Pg. 136-137

• Oral questions
• Written quizzes
• Observation

8

1

Innovative gardening project

By the end of the sub strand the learner should be able to

1. Find information on innovative gardening.
2. Watch a video clip on
3. innovative gardening project
4. Show responsibility in growing crops In innovative gardens at home and school

1. How can we care for innovative vegetable gardens? 
2. How are vegetables harvested?

• In groups, learners to use digital and print resources to acquire information on innovative gardening.
• Learners watch video clip on innovative gardening practices carried out on vegetables.

• Pictures
• Photos
• Realia
• Digital devices
• Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.94

MTP Agriculture Grade 5 TG. Pg. 138

• Oral questions
• Written quizzes
• Observation

2

Identifying gardening practices

By the end of the sub strand the learner should be able to

1. Find information on innovative gardening.
2. Identify the gardening practices for vegetables in innovative gardens.
3. Show responsibility in growing crops In innovative gardens at home and school

1. How can we care for innovative vegetable gardens? 
2. How are vegetables harvested?

• In groups, learners discuss and make presentations to share experiences on innovative gardening practices they carried out, harvest and produce made from gardens, importance of innovative gardens and how they resolved encountered challenges.

• Pictures
• Photos
• Realia
• Digital devices
• Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.94-95

MTP Agriculture Grade 5 TG. Pg. 139-140

• Oral questions
• Written quizzes
• Observation

3

Identifying gardening practices

By the end of the sub strand the learner should be able to

1. Find information on innovative gardening.
2. Identify the gardening practices for vegetables in innovative gardens.
3. Show responsibility in growing crops In innovative gardens at home and school

1. How can we care for innovative vegetable gardens? 
2. How are vegetables harvested?

• In groups, learners discuss and make presentations to share experiences on innovative gardening practices they carried out, harvest and produce made from gardens, importance of innovative gardens and how they resolved encountered challenges.

• Pictures
• Photos
• Realia
• Digital devices
• Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.94-95

MTP Agriculture Grade 5 TG. Pg. 139-140

• Oral questions
• Written quizzes
• Observation

9

1

Making a duty schedule

By the end of the sub strand the learner should be able to

1. Carry out the gardening practices for vegetables in innovative gardens.
2. Prepare and make a duty schedule for the vegetable gardens
3. Show responsibility in growing crops In innovative gardens at home and school

1. How can we care for innovative vegetable gardens? 
2. How are vegetables harvested?

• In groups, learners carry out gardening practices in the innovative gardens.
• Learners to collaborate with parents and guardians to establish innovative vegetable gardens and keep records at home

• Pictures
• Photos
• Realia
• Digital devices
• Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.95

MTP Agriculture Grade 5 TG. Pg. 140-141

• Oral questions
• Written quizzes
• Observation

2

Making a duty schedule

By the end of the sub strand the learner should be able to

1. Carry out the gardening practices for vegetables in innovative gardens.
2. Prepare and make a duty schedule for the vegetable gardens
3. Show responsibility in growing crops In innovative gardens at home and school

1. How can we care for innovative vegetable gardens?
2. How are vegetables harvested?

• In groups, learners carry out gardening practices in the innovative gardens.
• Learners to collaborate with parents and guardians to establish innovative vegetable gardens and keep records at home

• Pictures
• Photos
• Realia
• Digital devices
• Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.95

MTP Agriculture Grade 5 TG. Pg. 140-141

• Oral questions
• Written quizzes
• Observation

4

Photograph records on innovative gardening

By the end of the sub strand the learner should be able to

1. Carry out the gardening practices for vegetables in innovative gardens.
2. Store photos records on activities carried out on innovative gardening.
3. Show responsibility in growing crops In innovative gardens at home and school

1. How can we care for innovative vegetable gardens? 
2. How are vegetables harvested?

• In groups, learner to use digital devices to keep records on vegetable gardening practices such as practices done and dates of the practices, date of harvest and amount of harvest.
• Learners to make pictorial presentations on the various milestones of the innovative garden projects

• Pictures
• Photos
• Realia
• Digital devices
• Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.96

MTP Agriculture Grade 5 TG. Pg. 141-142

• Oral questions
• Written quizzes
• Observation

10

1

Photograph records on innovative gardening

By the end of the sub strand the learner should be able to

1. Carry out the gardening practices for vegetables in innovative gardens.
2. Store photos records on activities carried out on innovative gardening.
3. Show responsibility in growing crops In innovative gardens at home and school

1. How can we care for innovative vegetable gardens? 
2. How are vegetables harvested?

• In groups, learner to use digital devices to keep records on vegetable gardening practices such as practices done and dates of the practices, date of harvest and amount of harvest.
• Learners to make pictorial presentations on the various milestones of the innovative garden projects.

• Pictures
• Photos
• Realia
• Digital devices
• Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.96

MTP Agriculture Grade 5 TG. Pg. 141-142

• Oral questions
• Written quizzes
• Observation

2

Determinin g the right stage of harvesting vegetables

By the end of the sub strand the learner should be able to

1. Determine the appropriate age for harvesting vegetables from the vegetable gardens
2. Harvest vegetables from innovative gardens.
3. Show responsibility in growing crops In innovative gardens at home and school

1. How can we care for innovative vegetable gardens? 
2. How are vegetables harvested?

• In groups, learners harvest vegetables from innovative gardens.

• Pictures
• Photos
• Realia
• Digital devices
• Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.97-98

MTP Agriculture Grade 5 TG. Pg. 142-145

• Oral questions
• Written quizzes
• Observation

3

Determinin g the right stage of harvesting vegetables

By the end of the sub strand the learner should be able to

1. Determine the appropriate age for harvesting vegetables from the vegetable gardens
2. Harvest vegetables from innovative gardens.
3. Show responsibility in growing crops In innovative gardens at home and school

1. How can we care for innovative vegetable gardens? 
2. How are vegetables harvested?

• In groups, learners harvest vegetables from innovative gardens.

• Pictures
• Photos
• Realia
• Digital devices
• Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.97-98

MTP Agriculture Grade 5 TG. Pg. 142-145

• Oral questions
• Written quizzes
• Observation

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:

• State the significance of celebrating the festivals for the preservation of traditions.
• Describe the significance behind the ceremonies performed during the festivals
• Appreciate the value of celebrating festivals for spiritual growth

1. Why do Buddhists celebrate Vesak and Uposatha?
2. Why do Sikhs celebrate Vaisakhi?
3. How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?

Learner could be guided to:

• Watch videos on how Vaisakhi, Vesak and Uposatha are celebrated
• participate in the celebration of festivals
• write essays on how festivals are celebrated
• Listen to stories/narrate stories about the significance of celebrating festivals
• Visit places of worship/community hall/archives for celebration and collecting information
• Sing Shabads and recite mantras in relation to the festivals.

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:

• State the significance of celebrating the festivals for the preservation of traditions.
• Describe the significance behind the ceremonies performed during the festivals
• Appreciate the value of celebrating festivals for spiritual growth

1. Why do Buddhists celebrate Vesak and Uposatha?
2. Why do Sikhs celebrate Vaisakhi?
3. How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?

Learner could be guided to:

• Watch videos on how Vaisakhi, Vesak and Uposatha are celebrated
• Participate in the celebration of festivals
• Write an essay on how festivals are celebrated listen to stories/narrate stories about the significance of celebrating festivals
• Visit places of worship/community hall/archives for celebration and collecting information mantras in relation to the festivals.

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:

• State the significance of celebrating the festivals for the preservation of traditions.
• Describe the significance behind the ceremonies performed during the festivals
• Appreciate the value of celebrating festivals for spiritual growth

1. Why do Buddhists celebrate Vesak and Uposatha?
2. Why do Sikhs celebrate Vaisakhi?
3. How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?

Learner could be guided to:

• Watch videos  on how Vaisakhi, Vesak and Uposatha are celebrated
• Participate in the celebration of festivals
• Write an essay on how festivals are celebrated
• Listen to stories/narrate stories about the significance of celebrating festivals
• Visit places of worship/community hall/archives for celebration and collecting information
• Sing Shabads and recite mantras in relation to the festivals.

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:

• Describe the significance behind the ceremonies performed during the festivals
• take part in festivals for social cohesion
• Appreciate the value of celebrating festivals for spiritual growth

1. Why do Buddhists celebrate Vesak and Uposatha?
2. Why do Sikhs celebrate Vaisakhi?
3. How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?

Learner could be guided to:

• Watch videos  on how Vaisakhi, Vesak and Uposatha are celebrated
• Participate in the celebration of festivals
• Write an essay on how festivals are celebrated
• Listen to stories/narrate stories about the significance of celebrating festivals
• Visit places of worship/community hall/archives for celebration and collecting information
• Sing Shabads and recite mantras in relation to the festivals.

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:

• Describe the significance behind the ceremonies performed during the festivals
• take part in festivals for social cohesion
• Appreciate the value of celebrating festivals for spiritual growth

1. Why do Buddhists celebrate Vesak and Uposatha?
2. Why do Sikhs celebrate Vaisakhi?
3. How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?

Learner could be guided to:

• Watch videos  on how Vaisakhi, Vesak and Uposatha are celebrated
• Participate in the celebration of festivals
• Write an essay on how festivals are celebrated
• Listen to stories/narrate stories about the significance of celebrating festivals
• Visit places of worship/community hall/archives for celebration and collecting information
• Sing Shabads and recite mantras in relation to the festivals.

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:

• Draw different aspects of celebration festivals
• take part in festivals for social cohesion
• Appreciate the value of celebrating festivals for spiritual growth

1. Why do Buddhists celebrate Vesak and Uposatha?
2. Why do Sikhs celebrate Vaisakhi?
3. How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?

Learner could be guided to:

• Watch a video on how Vaisakhi, Vesak and Uposatha are celebrated
• Participate in the celebration of festivals
• Write essays on how festivals are celebrated listen to stories/narrate stories about the significance of celebrating festivals
• Do charity work
• Take a project on drawing different aspects of celebration of festivals

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
Asanas (Breathing

By the end of the Sub strand the learner should be able to:

• Describe the types of Pranaayam and Asanas for familiarization
• Practice Pranaayam and Asanas for physical well being
• Appreciate the importance of Pranaayam and Asanas for healthy living

1. Why are asanas important in performing Yoga?
2. How does Pranayam help in physical wellbeing?
3. How are aspects of Yoga beneficial to the society?
4. How is meditation helpful in spiritual growth?

Learner could be guided to:

• Access Yoga guides using digital devices, like Youtube and demonstrative manuals
• Correctly perform Sheetali Pranayaam(cooling breath),Sheet kari Paranayaam (hissing breath) and asanas (Bhadra asana, Ardha utrasana, Sasank asana) under the supervision of an able resource person
• Visit and participate in the celebration of International Yoga day.
• Practice asanas in pairs and groups to encourage and help each other

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:

• Describe the types of Pranaayam and Asanas for familiarization
• Practice Pranaayam and Asanas for physical well being
• Appreciate the importance of Pranaayam and Asanas for healthy living

1. Why are asanas important in performing Yoga?
2. How does Pranayam help in physical wellbeing?
3. How are aspects of Yoga beneficial to the society?
4. How is meditation helpful in spiritual growth?

Learner could be guided to:

• Access Yoga guides using digital devices, like Youtube and demonstrative manuals
• Correctly perform Sheetali Pranayaam(cooling breath),Sheet kari Paranayaam (hissing breath) and asanas (Bhadra asana, Ardha utrasana, Sasank asana) under the supervision of an able resource person
• Visit and participate in the celebration of International Yoga day.
• Practice asanas in pairs and groups to encourage and help each other

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:

• Participate in collaborative activities for the benefit of society
• Demonstrate a simple meditation technique for spiritual growth
• Recite Sankalpa mantra for global wellbeing.

1. Why are asanas important in performing Yoga?
2. How does Pranayam help in physical wellbeing?
3. How are aspects of Yoga beneficial to the society?
4. How is meditation helpful in spiritual growth?

Learner could be guided to:

• Practice asanas in pairs and groups to encourage and help each other
• Create a Yoga guidance video using digital devices.
• Participate in cleanup of school and local community
• Correctly perform Asanaas meditation under the supervision of a resource person.
• Recite Sankalpa mantra in small groups.

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:

• Participate in collaborative activities for the benefit of society
• Demonstrate a simple meditation technique for spiritual growth
• Recite Sankalpa mantra for global wellbeing.

1. Why are asanas important in performing Yoga?
2. How does Pranayam help in physical wellbeing?
3. How are aspects of Yoga beneficial to the society?
4. How is meditation helpful in spiritual growth?

Learner could be guided to:

• practice asanas in pairs and
• groups to encourage and help each other
• create a Yoga guidance video using digital devices.
• participate in cleanup of school and local community
• correctly perform Asanaas meditation under the supervision of a resource person.
• Recite Sankalpa mantra in small groups.

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:

• Participate in collaborative activities for the benefit of society
• Demonstrate a simple meditation technique for spiritual growth
• Recite Sankalpa mantra for global wellbeing.

1. Why are asanas important in performing Yoga?
2. How does Pranayam help in physical wellbeing?
3. How are aspects of Yoga beneficial to the society?
4. How is meditation helpful in spiritual growth?

Learner could be guided to:

• Practice asanas in pairs and groups to encourage and help each other
• Create a Yoga guidance video using digital devices.
• Participate in cleanup of school and local community
• Correctly perform Asanaas meditation under the supervision of a resource person.
• Recite Sankalpa mantra in small groups.

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:

• Participate in collaborative activities for the benefit of society
• Demonstrate a simple meditation technique for spiritual growth
• Recite Sankalpa mantra for global wellbeing.

1. Why are asanas important in performing Yoga?
2. How does Pranayam help in physical wellbeing?
3. How are aspects of Yoga beneficial to the society?
4. How is meditation helpful in spiritual growth?

Learner could be guided to:

• practice ice asanas in pairs and groups to encourage and help each other
• create a Yoga guidance video using digital devices.
• participate in cleanup of school and local community
• Correctly perform Asanaas meditation under the supervision of a resource person.
• Recite Sankalpa mantra in small groups.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

6-

10

REVISION/ASSESSMENT     

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Strand/ Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods