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Tuesday, 15 November 2022 12:26

Mathematics Activities - Grade 5 Schemes of Work Term 3 2023

WK	Lsn	Strand / Theme	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Reflection
1	1	MEASUREMENT	Mass	By the end of the sub strand, the learner should be able to; Divide grams and kilogram by whole numbers in real life situations Use IT devices for learning more on mass and for enjoyment Appreciate use of kilograms and grams in measuring mass in real life	What is the importance of measuring mass?	In pairs, groups or as individuals determine mass of items in grams and kilograms using different operations in real life situations In pairs, groups or as individuals play digital games involving mass	Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine	Written exercise, oral questions, observation, group discussion
	2		Time	By the end of the sub strand, the learner should be able to; Identify the second as a unit of measuring time Identify the relationship between the minute and the second in real life situations Appreciate use of minutes and seconds as units of measuring time in real life situations	How can we read time?	In pairs, groups or as individuals carry out activities taking 10 seconds. Let learners relate the activities to what can be done in one tenth of the time taken to do the activity. The time taken is 1 second	Analogue clock, digital clock, digital watches, stop watch	Written exercise, oral questions, observation, group discussion
	3		Time	By the end of the sub strand, the learner should be able to; Identify the second as a unit of measuring time Identify the relationship between the minute and the second in real life situations Appreciate use of minutes and seconds as units of measuring time in real life situations	How can we read time?	In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches	Analogue clock, digital clock, digital watches, stop watch	Written exercise, oral questions, observation, group discussion
	4		Time	By the end of the sub strand, the learner should be able to; Convert minutes to seconds and seconds to minutes in real life. Use IT devices in learning more on time and enjoyment Appreciate use of minutes and seconds as units of measuring time in real life situations	How can we read time?	In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches	Analogue clock, digital clock, digital watches, stop watch	Written exercise, oral questions, observation, group discussion
	5		Time	By the end of the sub strand, the learner should be able to; Convert minutes to seconds and seconds to minutes in real life. Use IT devices in learning more on time and enjoyment Appreciate use of minutes and seconds as units of measuring time in real life situations	How can we read time?	In pairs, groups or as individuals carry out activities taking 10 seconds. Let learners relate the activities to what can be done in one tenth of the time taken to do the activity. The time taken is 1 second In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches	Analogue clock, digital clock, digital watches, stop watch	Written exercise, oral questions, observation, group discussion
2	1		Time	By the end of the sub strand, the learner should be able to; Add minutes and seconds with conversion in real life Use IT devices in learning more on time and enjoyment Appreciate use of minutes and seconds as units of measuring time in real life situations	How can we read time?	In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches	Analogue clock, digital clock, digital watches, stop watch	Written exercise, oral questions, observation, group discussion
	2		Time	By the end of the sub strand, the learner should be able to; Subtract minutes and seconds with conversion in real life Use IT devices in learning more on time and enjoyment Appreciate use of minutes and seconds as units of measuring time in real life situations	How can we read time?	In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches	Analogue clock, digital clock, digital watches, stop watch	Written exercise, oral questions, observation, group discussion
	3		Time	By the end of the sub strand, the learner should be able to; Multiply minutes and seconds by whole numbers in real life situations Use IT devices in learning more on time and enjoyment Appreciate use of minutes and seconds as units of measuring time in real life situations	How can we read time?	In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches	Analogue clock, digital clock, digital watches, stop watch	Written exercise, oral questions, observation, group discussion
	4		Time	By the end of the sub strand, the learner should be able to; Divide minutes and seconds by whole numbers in real life situations Use IT devices in learning more on time and enjoyment Appreciate use of minutes and seconds as units of measuring time in real life situations	How can we read time?	In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches	Analogue clock, digital clock, digital watches, stop watch	Written exercise, oral questions, observation, group discussion
	5		Money	By the end of the sub strand, the learner should be able to; Explain the term budget in real life situations Identify the importance of a budget in real life Appreciate use of budgeting, bank services and payment of taxes in real life	How do you manage your money?	In pairs, groups or as individuals discuss meaning of a budget In pairs, groups or as individuals discuss the importance of a budget	Price list, classroom shop, electronic money tariffs chart	Written exercise, oral questions, observation, group discussion
3	1		Money	By the end of the sub strand, the learner should be able to; Explain the term budget in real life situations Identify the importance of a budget in real life Appreciate use of budgeting, bank services and payment of taxes in real life	How do you manage your money?	In pairs, groups or as individuals discuss meaning of a budget In pairs, groups or as individuals discuss the importance of a budget	Price list, classroom shop, electronic money tariffs chart	Written exercise, oral questions, observation, group discussion
	2		Money	By the end of the sub strand, the learner should be able to; Explain the meaning of tax in real life Identify the importance of to the governments Appreciate use of budgeting, bank services and payment of taxes in real life	How do you manage your money?	In pairs, groups or as individuals meaning of tax In pairs, groups or as individuals discuss the importance of taxes to the governments	Price list, classroom shop, electronic money tariffs chart	Written exercise, oral questions, observation, group discussion
	3		Money	By the end of the sub strand, the learner should be able to; Explain the meaning of tax in real life Identify the importance of to the governments Appreciate use of budgeting, bank services and payment of taxes in real life	How do you manage your money?	In pairs, groups or as individuals meaning of tax In pairs, groups or as individuals discuss the importance of taxes to the governments	Price list, classroom shop, electronic money tariffs chart	Written exercise, oral questions, observation, group discussion
	4		Money	By the end of the sub strand, the learner should be able to; Identify the services provided by banks in real life situations Use IT devices to learn more about budgeting and banking services in real life Appreciate use of budgeting, bank services and payment of taxes in real life	How do you manage your money?	In pairs, groups or as individuals’ provisions of loans, safe custody of items, money deposits and withdrawals, savings as services provided by banks. In pairs, groups or as individuals use IT devices to learn more about taxes budgeting and bank services	Price list, classroom shop, electronic money tariffs chart	Written exercise, oral questions, observation, group discussion
	5		Money	By the end of the sub strand, the learner should be able to; Identify the services provided by banks in real life situations Use IT devices to learn more about budgeting and banking services in real life Appreciate use of budgeting, bank services and payment of taxes in real life	How do you manage your money?	In pairs, groups or as individuals’ provisions of loans, safe custody of items, money deposits and withdrawals, savings as services provided by banks. In pairs, groups or as individuals use IT devices to learn more about taxes budgeting and bank services	Price list, classroom shop, electronic money tariffs chart	Written exercise, oral questions, observation, group discussion
4	1		Money	By the end of the sub strand, the learner should be able to; Identify factors to consider in order to save wisely Use IT devices to learn more about budgeting and banking services in real life Appreciate use of budgeting, bank services and payment of taxes in real life	How do you manage your money?	In pairs, groups or as individuals discuss factors to consider when saving money and share with others In pairs, groups or as individuals use IT devices to learn more about taxes budgeting and bank services	Price list, classroom shop, electronic money tariffs chart	Written exercise, oral questions, observation, group discussion
	2		Money	By the end of the sub strand, the learner should be able to; Identify factors to consider in order to save wisely Use IT devices to learn more about budgeting and banking services in real life Appreciate use of budgeting, bank services and payment of taxes in real life	How do you manage your money?	In pairs, groups or as individuals discuss factors to consider when saving money and share with others In pairs, groups or as individuals use IT devices to learn more about taxes budgeting and bank services	Price list, classroom shop, electronic money tariffs chart	Written exercise, oral questions, observation, group discussion
	3	GEOMETRY	Lines	By the end of the sub strand, the learner should be able to; Identify horizontal and vertical lines in different situations Draw horizontal and vertical lines in different situations Appreciate use of various types of lines in real life	Where are perpendicular lines used?	In pairs, groups or as individuals identify lines in the classroom and within the environment. In pairs, groups or as individuals describe lines in the environment and identify them as horizontal and vertical lines parallel and perpendicular lines	Chalkboard, 30 cm ruler, straight edges	Written exercise, oral questions, observation, group discussion
	4		Lines	By the end of the sub strand, the learner should be able to; Identify perpendicular lines different situations Use IT devices to learn more about lines and leisure Appreciate use of various types of lines in real life	Where are perpendicular lines used?	In pairs, groups or as individuals describe lines in the environment and identify them as horizontal and vertical lines parallel and perpendicular lines	Chalkboard, 30 cm ruler, straight edges	Written exercise, oral questions, observation, group discussion
	5		Lines	By the end of the sub strand, the learner should be able to; Identify parallel lines in different situations Use IT devices to learn more about lines and leisure Appreciate use of various types of lines in real life	Where are perpendicular lines used?	In pairs, groups or as individuals describe lines in the environment and identify them as horizontal and vertical lines parallel and perpendicular lines	Chalkboard, 30 cm ruler, straight edges	Written exercise, oral questions, observation, group discussion
5	1		Lines	By the end of the sub strand, the learner should be able to; Draw parallel lines in different situations Use IT devices to learn more about lines and leisure Appreciate use of various types of lines in real life	Where are perpendicular lines used?	In pairs, groups or as individuals draw horizontal and vertical lines, parallel and perpendicular lines to represent real life situations In pairs or groups use IT devices to learn more about lines	Chalkboard, 30 cm ruler, straight edges	Written exercise, oral questions, observation, group discussion
	2		Angles	By the end of the sub strand, the learner should be able to; Relate a turn to angles in real life. Use IT devices to create and learn more about angles. Appreciate the use of angles in our day-to-day life	Where are angles used in the environment?	In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment Learner in pairs or groups use IT devices to create and learn more about angles	Unit angles, protractor, rulers	Written exercise, oral questions, observation, group discussion
	3		Angles	By the end of the sub strand, the learner should be able to; Identify the use of angles in the environment Use IT devices to create and learn more about angles. Appreciate the use of angles in our day-to-day life	Where are angles used in the environment?	In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment Learner in pairs or groups use IT devices to create and learn more about angles	Unit angles, protractor, rulers	Written exercise, oral questions, observation, group discussion
	4		Angles	By the end of the sub strand, the learner should be able to; Identify the use of angles in the environment Use IT devices to create and learn more about angles. Appreciate the use of angles in our day-to-day life	Where are angles used in the environment?	In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment Learner in pairs or groups use IT devices to create and learn more about angles	Unit angles, protractor, rulers	Written exercise, oral questions, observation, group discussion
	5		Angles	By the end of the sub strand, the learner should be able to; Measure angles using a unit angle. Use IT devices to create and learn more about angles. Appreciate the use of angles in our day-to-day life	Where are angles used in the environment?	In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment Learner in pairs or groups use IT devices to create and learn more about angles	Unit angles, protractor, rulers	Written exercise, oral questions, observation, group discussion
6	1		Angles	By the end of the sub strand, the learner should be able to; Identify the degree as a unit of measuring angle Use IT devices to create and learn more about angles. Appreciate the use of angles in our day-to-day life	Where are angles used in the environment?	In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment Learner in pairs or groups use IT devices to create and learn more about angles	Unit angles, protractor, rulers	Written exercise, oral questions, observation, group discussion
	2		Angles	By the end of the sub strand, the learner should be able to; Measure angles in degrees in different situations Use IT devices to create and learn more about angles. Appreciate the use of angles in our day-to-day life	Where are angles used in the environment?	In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment Learner in pairs or groups use IT devices to create and learn more about angles	Unit angles, protractor, rulers	Written exercise, oral questions, observation, group discussion
	3		3-D Objects	By the end of the sub strand, the learner should be able to; Describe 3-D objects in the environment Use IT devices to learn more about 3-D objects and for leisure Appreciate the use of 3-D objects in the environment	Where are 3-D objects in the environment?	In pairs, groups or as individuals identify and discuss cubes, cuboids, cylinders, spheres and pyramids as 3-D objects in the environment and share with other groups. Learners to watch a video on 3-D objects. In pairs or individuals, us IT devices to learn more about 3-D objects	Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes	Written exercise, oral questions, observation, group discussion
	4		3-D Objects	By the end of the sub strand, the learner should be able to; Describe 3-D objects in the environment Use IT devices to learn more about 3-D objects and for leisure Appreciate the use of 3-D objects in the environment	Where are 3-D objects in the environment?	In pairs, groups or as individuals identify and discuss cubes, cuboids, cylinders, spheres and pyramids as 3-D objects in the environment and share with other groups. In pairs or individuals, us IT devices to learn more about 3-D objects	Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes	Written exercise, oral questions, observation, group discussion
	5		3-D Objects	By the end of the sub strand, the learner should be able to; Describe 3-D objects in the environment Use IT devices to learn more about 3-D objects and for leisure Appreciate the use of 3-D objects in the environment	Where are 3-D objects in the environment?	In pairs, groups or as individuals identify and discuss cubes, cuboids, cylinders, spheres and pyramids as 3-D objects in the environment and share with other groups. In pairs or individuals, us IT devices to learn more about 3-D objects	Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes	Written exercise, oral questions, observation, group discussion
7	1		3-D Objects	By the end of the sub strand, the learner should be able to; Describe 2-D shapes in 3-D objects in the environment. Use IT devices to learn more about 3-D objects and for leisure Appreciate the use of 3-D objects in the environment	Where are 3-D objects in the environment?	Learners to watch a video on 3-D objects. In pairs or as individuals describe 2-D shapes found in 3-D objects and share with other groups. In pairs or individuals, us IT devices to learn more about 3-D objects	Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes	Written exercise, oral questions, observation, group discussion
	2		3-D Objects	By the end of the sub strand, the learner should be able to; Describe 2-D shapes in 3-D objects in the environment. Use IT devices to learn more about 3-D objects and for leisure Appreciate the use of 3-D objects in the environment	Where are 3-D objects in the environment?	Learners to watch a video on 3-D objects. In pairs or as individuals describe 2-D shapes found in 3-D objects and share with other groups. In pairs or individuals, us IT devices to learn more about 3-D objects	Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes	Written exercise, oral questions, observation, group discussion
	3		3-D Objects	By the end of the sub strand, the learner should be able to; Describe 2-D shapes in 3-D objects in the environment. Use IT devices to learn more about 3-D objects and for leisure Appreciate the use of 3-D objects in the environment	Where are 3-D objects in the environment?	Learners to watch a video on 3-D objects. In pairs or as individuals describe 2-D shapes found in 3-D objects and share with other groups. In pairs or individuals, us IT devices to learn more about 3-D objects	Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes	Written exercise, oral questions, observation, group discussion
	4	DATA HANDLING	Data representation	By the end of the sub strand, the learner should be able to; Collect and represent data using tables from real life situations Use IT devices to learning more on how to represent data and for leisure Appreciate use of frequency tables in real life.	Why is representing data in tables important?	In pairs or as individuals represent data by piling similar objects like match boxes vertically In pairs or as individuals discuss information represented by objects piled vertically. In pairs or as individuals use IT devices to learn more on representing data in tables.	Data from different sources	Written exercise, oral questions, observation, group discussion
	5		Data representation	By the end of the sub strand, the learner should be able to; Collect and represent data using tables from real life situations Use IT devices to learning more on how to represent data and for leisure Appreciate use of frequency tables in real life.	Why is representing data in tables important?	In pairs or as individuals represent data by piling similar objects like match boxes vertically In pairs or as individuals discuss information represented by objects piled vertically. In pairs or as individuals use IT devices to learn more on representing data in tables.	Data from different sources	Written exercise, oral questions, observation, group discussion
8	1		Data representation	By the end of the sub strand, the learner should be able to; Collect and represent data using tables from real life situations Use IT devices to learning more on how to represent data and for leisure Appreciate use of frequency tables in real life.	Why is representing data in tables important?	In pairs or as individuals represent data by piling similar objects like match boxes vertically In pairs or as individuals discuss information represented by objects piled vertically. In pairs or as individuals use IT devices to learn more on representing data in tables.	Data from different sources	Written exercise, oral questions, observation, group discussion
	2		Data representation	By the end of the sub strand, the learner should be able to; Represent data through piling from real life situations. Use IT devices to learning more on how to represent data and for leisure Appreciate use of frequency tables in real life.	Why is representing data in tables important?	In pairs or as individuals represent data by piling similar objects like match boxes vertically In pairs or as individuals discuss information represented by objects piled vertically. In pairs or as individuals use IT devices to learn more on representing data in tables.	Data from different sources	Written exercise, oral questions, observation, group discussion
	3		Data representation	By the end of the sub strand, the learner should be able to; Represent data through piling from real life situations. Use IT devices to learning more on how to represent data and for leisure Appreciate use of frequency tables in real life.	Why is representing data in tables important?	In pairs or as individuals represent data by piling similar objects like match boxes vertically In pairs or as individuals discuss information represented by objects piled vertically. In pairs or as individuals use IT devices to learn more on representing data in tables.	Data from different sources	Written exercise, oral questions, observation, group discussion
	4		Data representation	By the end of the sub strand, the learner should be able to; Interpret data represented through piling from real life situations. Use IT devices to learning more on how to represent data and for leisure Appreciate use of frequency tables in real life.	Why is representing data in tables important?	In pairs or as individuals represent data by piling similar objects like match boxes vertically In pairs or as individuals discuss information represented by objects piled vertically. In pairs or as individuals use IT devices to learn more on representing data in tables.	Data from different sources	Written exercise, oral questions, observation, group discussion
	5		Data representation	By the end of the sub strand, the learner should be able to; Interpret data represented through piling from real life situations. Use IT devices to learning more on how to represent data and for leisure Appreciate use of frequency tables in real life.	Why is representing data in tables important?	In pairs or as individuals represent data by piling similar objects like match boxes vertically In pairs or as individuals discuss information represented by objects piled vertically. In pairs or as individuals use IT devices to learn more on representing data in tables.	Data from different sources	Written exercise, oral questions, observation, group discussion
9	1	ALGEBRA	Simple Equations	By the end of the sub strand, the learner should be able to; Form simple equations with one unknown involving real life situations Use IT devices to learn more about equations and foe enjoyment, Appreciate use of equations in solving problems in real life.	Where are equations used in real life?	In pairs, groups or as individuals form equations with one unknown. In pairs, or as individuals solve equations with one unknown. In pairs or as individuals use IT devices to learn more about equations	Information from different sources	Written exercise, oral questions, observation, group discussion
	2		Simple Equations	By the end of the sub strand, the learner should be able to; Form simple equations with one unknown involving real life situations Use IT devices to learn more about equations and foe enjoyment, Appreciate use of equations in solving problems in real life.	Where are equations used in real life?	In pairs, groups or as individuals form equations with one unknown. In pairs, or as individuals solve equations with one unknown. In pairs or as individuals use IT devices to learn more about equations	Information from different sources	Written exercise, oral questions, observation, group discussion
	3		Simple Equations	By the end of the sub strand, the learner should be able to; Form simple equations with one unknown involving real life situations Use IT devices to learn more about equations and foe enjoyment, Appreciate use of equations in solving problems in real life.	Where are equations used in real life?	In pairs, groups or as individuals form equations with one unknown. In pairs, or as individuals solve equations with one unknown. In pairs or as individuals use IT devices to learn more about equations	Information from different sources	Written exercise, oral questions, observation, group discussion
	4		Simple Equations	By the end of the sub strand, the learner should be able to; Solve simple questions with one unknown involving real life situations. Use IT devices to learn more about equations and foe enjoyment, Appreciate use of equations in solving problems in real life.	Where are equations used in real life?	In pairs, groups or as individuals form equations with one unknown. In pairs, or as individuals solve equations with one unknown. In pairs or as individuals use IT devices to learn more about equations	Information from different sources	Written exercise, oral questions, observation, group discussion
	5		Simple Equations	By the end of the sub strand, the learner should be able to; Solve simple questions with one unknown involving real life situations. Use IT devices to learn more about equations and foe enjoyment, Appreciate use of equations in solving problems in real life.	Where are equations used in real life?	In pairs, groups or as individuals form equations with one unknown. In pairs, or as individuals solve equations with one unknown. In pairs or as individuals use IT devices to learn more about equations	Information from different sources	Written exercise, oral questions, observation, group discussion
10	1		Simple Equations	By the end of the sub strand, the learner should be able to; Solve simple questions with one unknown involving real life situations. Use IT devices to learn more about equations and foe enjoyment, Appreciate use of equations in solving problems in real life.	Where are equations used in real life?	In pairs, groups or as individuals form equations with one unknown. In pairs, or as individuals solve equations with one unknown. In pairs or as individuals use IT devices to learn more about equations	Information from different sources	Written exercise, oral questions, observation, group discussion
	2		Simple Equations	By the end of the sub strand, the learner should be able to; Solve simple questions with one unknown involving real life situations. Use IT devices to learn more about equations and foe enjoyment, Appreciate use of equations in solving problems in real life.	Where are equations used in real life?	In pairs, groups or as individuals form equations with one unknown. In pairs, or as individuals solve equations with one unknown. In pairs or as individuals use IT devices to learn more about equations	Information from different sources	Written exercise, oral questions, observation, group discussion
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Tuesday, 15 November 2022 12:09

Spotlight; Social Studies Learner's Book Grade 6 - Grade 6 Schemes of Work Term 1 2023

GRADE 6 SPOTLIGHT SOCIAL STUDIES
SCHEME OF WORK TERM 1 2023

SCHOOL	GRADE	LEARNING AREA	TERM	YEAR
	GRADE 6	SOCIAL STUDIES	1	2023

*Week*	*Lesson*	*Strand* */Theme*	*Sub-strand*	Specific-Learning outcomes	*Key Inquiry* *Question(S)*	*Learning/ Teaching Experience*	*Learning* *Resources*	*Assessment* *Methods*	*Reflection*
1	1	Natural and the Built Environments	Position and size of countries in Eastern Africa; Countries found in Eastern Africa	By the end of the sub-strand, the learner should be able to: Name the countries found in Eastern Africa. Draw or trace the map of Eastern Africa. Appreciate the countries in Eastern Africa.	Which countries are found in Eastern Africa?	Learners are guided to name the countries found in Eastern Africa. Learners are guided to draw or trace the map of Eastern Africa. In pairs, learners are guided to use a compass direction to describe the position of the countries in Eastern Africa.	Atlas Balloons Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 1-5*	Oral questions Oral Report Observation
	2	Natural and the Built Environments	Position and size of countries in Eastern Africa; Sizes of the countries of Eastern Africa	By the end of the sub-strand, the learner should be able to: Identify the sizes of different countries in Eastern Africa from an atlas. Arrange Eastern African countries according to their sizes starting from the smallest to the largest. Have fun and enjoy playing a game of describing the positons and sizes of countries in Eastern Africa.	Which is the largest country in Eastern Africa? Which is the smallest country in Eastern Africa?	Learners are guided to identify the sizes of different countries in Eastern Africa from an atlas. In groups, learners are guided to arrange Eastern Africa countries according to their sizes starting from the smallest to the largest. In groups, learners are guided to playing a game of describing the positons and sizes of countries in Eastern Africa.	Atlas Balloons Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 5-6*	Oral questions Oral Report Observation
	3	Natural and the Built Environments	Position and size of countries in Eastern Africa; Locating places using latitudes and longitudes in Eastern Africa	By the end of the sub-strand, the learner should be able to: State the difference between latitudes and longitudes. Draw a map of Eastern Africa. On it, indicate the latitudes and longitudes. Appreciate the importance of latitudes and longitudes.	What is the difference between latitudes and longitudes?	Learners are guided to state the difference between latitudes and longitudes. Learners are guided to draw a map of Eastern Africa. On it, indicate the latitudes and longitudes. In pairs, learners are guided to use an atlas to identify the main longitudes and latitudes on the globe.	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 6-9*	Oral questions Oral Report Observation
2	1	Natural and the Built Environments	Main physical features in Eastern Africa; Formation of the main physical features in Eastern Africa: Volcanic mountains	By the end of the sub-strand, the learner should be able to: Define physical features and describe the formation of volcanic mountains. Model a volcanic mountain using clay or plasticine. Have fun and enjoy modelling volcanic mountain.	How are volcanic mountains formed?	In pairs, learners are guided to identify the main physical feature in his/her locality. Learners are guided to draw the formation of volcanic mountains. Learners are guided to watch a video, listen to an audio or visit the library to find out the formation of volcanic mountains.	Atlas Clay Plasticine Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 9-13*	Oral questions Oral Report Observation
	2	Natural and the Built Environments	Main physical features in Eastern Africa; Formation of the main physical features in Eastern Africa: Block Mountains	By the end of the sub-strand, the learner should be able to: Describe the formation of block mountains. Draw the illustrations showing the formation of block mountains. Appreciate the formation of block mountains.	How are block mountains formed?	Learners are guided to describe the formation of block mountains. Learners are guided to draw the illustrations showing the formation of block mountains. In pairs, learners are guided to give examples of block mountains in Eastern Africa. Learners are guided to watch a video, listen to an audio or visit the library to find out the formation of block mountains.	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 13-14*	Oral questions Oral Report Observation
	3	Natural and the Built Environments	Main physical features in Eastern Africa; Formation of the main physical features in Eastern Africa: Rift Valley	By the end of the sub-strand, the learner should be able to: Describe the formation of the Rift Valley. Model the rift valley using clay or plasticine. Appreciate the formation of Rift Valley.	How was Rift Valley formed?	Learners are guided to describe the formation of the Rift Valley. Learners are guided to draw the formation of rift valley. Learners are guided to model the rift valley using clay or plasticine. Learners are guided to watch a video, listen to an audio or visit the library to find out the formation of rift valley.	Atlas Clay Plasticine Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 15-17*	Oral questions Oral Report Observation
3	1	Natural and the Built Environments	Main physical features in Eastern Africa; Formation of the main physical features in Eastern Africa: Lakes Plains	By the end of the sub-strand, the learner should be able to: Describe the formation of lakes and plains. Model a lava-dammed lake, crater lake and ox-bow lakes. Appreciate the importance of lakes to the community.	How are lakes formed?	Learners are guided to describe the formation of lakes and plains. In pairs, learners are guided to classify Eastern Africa lakes according to the process of formation. In groups, learners are guided to model a lava-dammed lake, crater lake and ox-bow lakes.	Atlas Clay Plasticine Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 17-20*	Oral questions Oral Report Observation
	2	Natural and the Built Environments	Main physical features in Eastern Africa; Location of the main physical features in Eastern Africa	By the end of the sub-strand, the learner should be able to: Name the main physical features in Eastern Africa. Use an atlas to locate the main physical features in Eastern Africa. Appreciate the physical features in Eastern Africa.	Which are the main physical features in Eastern Africa?	Learners are guided to name the main physical features in Eastern Africa. Learners are guided to use an atlas to locate the main physical features in Eastern Africa. Learners are guided to trace the map of Eastern Africa and locate the physical features.	Photographs Atlas Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 21-23*	Oral questions Oral Report Observation
	3	Natural and the Built Environments	Climatic Regions in Eastern Africa; Characteristics of the main climatic regions in Eastern Africa	By the end of the sub-strand, the learner should be able to: Identify the characteristics of the main climatic regions in Eastern Africa. Draw a map showing climatic regions in Eastern Africa. Appreciate the different climatic regions in Eastern Africa.	What are the characteristics of climatic regions in Eastern Africa? What weather conditions do you experience in your locality?	In groups, learners are guided to identify the main climatic regions in Eastern Africa form an atlas (mountain, tropical, sub-tropical, equatorial, modified equatorial, desert, semi-desert) In groups, learners are guided to identify the characteristics of the main climatic regions in Eastern Africa. In groups, learners are guided to model a map showing climatic regions in Eastern Africa	Atlas Clay Plasticine Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 24-27*	Oral questions Oral Report Observation
4	1	Natural and the Built Environments	Climatic Regions in Eastern Africa; Influence of climate on human activities	By the end of the sub-strand, the learner should be able to: Describe how different climate influences human activities. Explain how the climate around the school influences human activities. Appreciate how different climates influence human activities.	How does climate influence human activities?	Learners are guided to describe how different climate influences human activities. In groups, learners are guided to explain how the climate around the school influences human activities.	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 27-28*	Oral questions Oral Report Observation
	2	Natural and the Built Environments	Vegetation in Eastern Africa; Main types of vegetation in Eastern Africa	By the end of the sub-strand, the learner should be able to: Define the meaning of vegetation. Observe the type of vegetation around the school and draw the vegetation. Have fun and enjoy the outdoor activity of observing and drawing the type of vegetation around the school.	What is vegetation? Which type of vegetation is found around your school?	Learners are guided to define the meaning of vegetation. Learners are guided to observe the type of vegetation around the school and draw the vegetation.	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 28-29*	Oral questions Oral Report Observation
	3	Natural and the Built Environments	Vegetation in Eastern Africa; Locating the main types of vegetation in Eastern Africa	By the end of the sub-strand, the learner should be able to: Identify the main types of vegetation in Eastern Africa. Create a vegetation wheel from a cartoon or manila paper and take turns to spin the wheel. Appreciate the types of vegetation in Eastern Africa.	Which types of vegetation are found in Eastern Africa?	Learners are guided to identify the main types of vegetation in Eastern Africa. In groups, learners are guided to create a vegetation wheel from a cartoon or manila paper and take turns to spin the wheel and use an atlas to locate the vegetation zone identified after every spin.	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 30-32*	Oral questions Oral Report Observation
5	1	Natural and the Built Environments	Vegetation in Eastern Africa; Characteristics of the main types of vegetation in Eastern Africa	By the end of the sub-strand, the learner should be able to: Identify the characteristics of the main types of vegetation. Design vegetation cards and play a game of describing the characteristics of the main types of vegetation displayed by card. Appreciate the characteristics of types of vegetation in Eastern Africa.	What are the characteristics of the types of vegetation found in Eastern Africa?	Learners are guided to identify the characteristics of the main types of vegetation. In groups, learners are guided to design vegetation cards and play a game of describing the characteristics of the main types of vegetation displayed by card.	Atlas Cards Photographs Pictures Video clips Maps Charts Realia *Computing devices* *Spotlight; Social Studies Learner’s Book Grade 6 pg. 32-34*	Oral questions Oral Report Observation
	2	Natural and the Built Environments	Vegetation in Eastern Africa; Making of a mountain vegetation model	By the end of the sub-strand, the learner should be able to: Make a mountain vegetation model and colour the vegetation belts. Identify ways of conserving vegetation. Have fun and enjoy making a mountain vegetation model.	How to make a mountain vegetation model? How should we conserve vegetation?	In groups, learners are guided to make a mountain vegetation model and colour the vegetation belts. Learners are guided to label different vegetation zones on the model. Learners are guided to identify ways of conserving vegetation.	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 34-37*	Oral questions Oral Report Observation
	3	Natural and the Built Environments	Historic Built Environments in Eastern Africa; Main historic built environments in Eastern Africa: Museums in Eastern Africa	By the end of the sub-strand, the learner should be able to: Identify the main historic built environments in Eastern Africa. Search the internet or atlas for the location of different museums in Eastern Africa. Appreciate the use of museums in Eastern Africa.	Which are the main historic built environments in Eastern Africa? What are the uses of museums?	Learners are guided to identify the main historic built environments in Eastern Africa. Learners are guided to search the internet or atlas for the location of different museums in Eastern Africa. Learners are guided to state the uses of museums.	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 38*	Oral questions Oral Report Observation
6	1	Natural and the Built Environments	Historic Built Environments in Eastern Africa; Main historic built environments in Eastern Africa: Monuments in Eastern Africa Historic Buildings	By the end of the sub-strand, the learner should be able to: Define the meaning of monuments and identify monuments in Eastern Africa. Use an atlas or any other available reference materials to find the location of the historical buildings in Eastern Africa. Appreciate the reasons why some buildings are historic in Eastern Africa.	What is a Monument? Why are some buildings historical?	Learners are guided to define the meaning of monuments and identify monuments in Eastern Africa. Learners are guided to use an atlas or any other available reference materials to find the location of the historical buildings in Eastern Africa (Meroe Pyramids Ruins, Great Mosque of Kilwa, Bagamoyo Old Church, Fossils Ghebbi Fortress) Learners are guided to give reasons why each of the building is historical in Eastern Africa (Meroe Pyramids Ruins, Great Mosque of Kilwa, Bagamoyo Old Church, Fossils Ghebbi Fortress)	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 39-40*	Oral questions Oral Report Observation
	2	Natural and the Built Environments	Historic Built Environments in Eastern Africa; Importance of main historic built environments in Eastern Africa	By the end of the sub-strand, the learner should be able to: Discuss the importance of main historic built environments. Compose a poem he/she will recite during the opening of the cultural corner. Appreciate the importance of historic built environments.	What is the importance of main historic built environments?	In groups, learners are guided to discuss the importance of main historic built environments. In groups, learners are guided to Create a poem that they will recite during the opening of the cultural corner	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 40-42*	Oral questions Oral Report Observation
	3	People, Population and Social Organizations	Language groups in Eastern Africa; Classification of communities in their language groups in Eastern Africa	By the end of the sub-strand, the learner should be able to: Identify major language groups in Eastern Africa. Classify communities according to their language group in Eastern Africa. Appreciate the importance of language groups.	What is a language group? What are the major language groups in Eastern Africa?	Learners are guided to define a language group. Learners are guided to identify major language groups in Eastern Africa. Learners are guided to read the conversation between Mr. Ubuntu and Grade Six learners of Mpole Primary School. In pairs, learners are guided to classify communities according to their language group in Eastern Africa.	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 43-46*	Oral questions Oral Report Observation
7	1	People, Population and Social Organizations	Language groups in Eastern Africa; Reasons for migration and settlement of language groups	By the end of the sub-strand, the learner should be able to: Give reasons for migration and settlement of language groups. Design posters on reasons why language groups migrated and settled in their present land. Appreciate the reasons for migration and settlement of language groups.	What are the reasons for migration and settlement of language groups?	Learners are guided to give reasons for migration and settlement of language groups. In pairs, learners are guided to design posters on reasons why language groups migrated and settled in their present land. Learners are guided to use reference materials such as textbooks, the internet or any other available materials, find out the reasons why the main language groups in Eastern Africa migrated.	Atlas Manilla papers Rulers Colours/crayons Photographs Pictures Video clips Maps Charts Realia *Computing devices* *Spotlight; Social Studies Learner’s Book Grade 6 pg. 47-50*	Oral questions Oral Report Observation
	2	People, Population and Social Organizations	Language groups in Eastern Africa; Movement and settlement of different language groups in Eastern Africa	By the end of the sub-strand, the learner should be able to: Identify the movement and settlement of different language groups in Eastern Africa. Draw a map of Eastern Africa showing the migration routes and settlements of different language groups in Eastern Africa. Appreciate the movement and settlement of different language groups in Eastern Africa.	How did different language groups move and settled in Eastern Africa?	Learners are guided to identify the movement and settlement of different language groups in Eastern Africa. Learners are guided to draw a map of Eastern Africa showing the migration routes and settlements of different language groups in Eastern Africa. In groups, learners are guided to model the map of Eastern Africa to illustrate the migration routes.	Atlas Water Clay Plasticine Painting brushes Manilla papers Maize seeds Beans seeds Water-based colours Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 51-52*	Oral questions Oral Report Observation
	3	People, Population and Social Organizations	Language groups in Eastern Africa; Effects of migration and settlement of selected language groups in Eastern Africa	By the end of the sub-strand, the learner should be able to: Outline the effects of migration and settlement of the main language groups in Eastern Africa. Make a poster using declaration messages of unity. Appreciate the importance of unity among different communities.	What happens when people move and settled in a new place?	Learners are guided to outline the effects of migration and settlement of the main language groups in Eastern Africa. In pairs, learners are guided to make a poster using declaration messages of unity.	Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 53-55*	Oral questions Oral Report Observation
8	1	People, Population and Social Organizations	Population distribution in Eastern Africa; Factors that influence population distribution in Eastern Africa	By the end of the sub-strand, the learner should be able to: Identify the factors that influence population distribution in Eastern Africa. Draw the map of Eastern Africa. Use different colours to show areas of high, medium and low population density in Eastern Africa. Appreciate the factors that influence population distribution in Eastern Africa.	Which are the factors that influence population distribution in Eastern Africa?	Learners are guided to identify the factors that influence population distribution in Eastern Africa. Learners are guided to draw the map of Eastern Africa. Use different colours to show areas of high, medium and low population density in Eastern Africa. Learners are guided to use an atlas to find out population distribution patterns in Eastern Africa.	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 55-59*	Oral questions Oral Report Observation
	2	People, Population and Social Organizations	Language groups in Eastern Africa; Effects of High Population Density in Eastern Africa	By the end of the sub-strand, the learner should be able to: Outline the effects of High Population Density in Eastern Africa. Recite a poem on the effects of high population density in Eastern Africa. Have fun reciting a poem on the effects of high population in Eastern Africa.	What are the effects of high population density in Eastern Africa?	Learners are guided to outline the effects of High Population Density in Eastern Africa. In groups, learners are guided to recite a poem on the effects of high population density in Eastern Africa.	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 60-61*	Oral questions Oral Report Observation
	3	People, Population and Social Organizations	Culture and Social Organization; Age groups and age sets in African Traditional Society	By the end of the sub-strand, the learner should be able to: Define the meaning of age group and age sets. Role play the traditional dances or festivals that takes place in his/her community when celebrating age sets. Appreciate the importance of age sets in the community.	What is age group? What is age set? What are the roles and responsibilities of age sets?	Learners are guided to define the meaning of age group and age sets. In pairs, learners are guided to role play the traditional dances or festivals that takes place in his/her community when celebrating age sets. In pairs, learners are guided to outline the steps to be followed to be a member of a given age sets Learners are guided to mention the roles and responsibilities of age sets.	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 61-6*	Oral questions Oral Report Observation
9	1	People, Population and Social Organizations	Language groups in Eastern Africa; Functions of Clan	By the end of the sub-strand, the learner should be able to: Outline the functions of clans. Read the conversation between Anita and Zari and discuss the functions of a clan in a community from the conversation. Appreciate the functions of a clan in the community.	What is a clan? What are the functions of clans?	Learners are guided to outline the functions of clans. In pairs, learners are guided to read the conversation between Anita and Zari and discuss the functions of a clan in a community from the conversation.	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 63-65* *Atlas*	Oral questions Oral Report Observation
	2	People, Population and Social Organizations	Language groups in Eastern Africa; Aspects of Traditional Culture that need to be preserved	By the end of the sub-strand, the learner should be able to: Identify aspects of Africa Traditional Culture that need to be preserved. Sing a song on different aspects of Africa traditional culture in his/her community. Appreciate the aspects of Africa Traditional Culture that need to be preserved.	What are the aspects of African traditional culture that need to be preserved?	Learners are guided to identify aspects of Africa Traditional Culture that need to be preserved. Learners are guided to sing a song on different aspects of Africa traditional culture in his/her community.	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 65-67*	Oral questions Oral Report Observation
	3	People, Population and Social Organizations	School and Community	By the end of the sub-strand, the learner should be able to: Mention ways in which the school collaborates with the community. Compose a song on benefits of collaboration between his/her school and the community. Appreciate the benefits of collaboration between the school and the community.	What are the ways in which the school collaborates with the community? What are the benefits of collaboration between the school and the community?	Learners are guided to mention ways in which the school collaborates with the community. Learners are guided to identify the benefits of collaboration between the school and the community. In groups, learners are guided to compose a song on benefits of collaboration between his/her school and the community.	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 67-73*	Oral questions Oral Report Observation
10				ASSESSMENT

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Tuesday, 15 November 2022 11:50

StoryMoja ; Know More Science and Technology Learner's Book Grade 6 - Grade 6 Schemes of Work Term 1 2023

GRADE 6 SCIENCE AND TECHNOLOGY
SCHEME OF WORK TERM 1 2023

SCHOOL	GRADE	LEARNING AREA	TERM	YEAR
	GRADE 6	SCIENCE AND TECHNOLOGY	1	2023

W eek	Lesso n	Strand /Theme	Sub-strand	Specific-Learning outcomes	Key Inquiry Question(S)	Learning/ Teaching Experience	Learning Resources	Assessment Methods	Reflection
1	1	Living things	Plants-Parts of a plant: Identifying different plants found in the locality	By the end of the sub-strand, the learner should be able to: Identify different plants found in the local area. Recognize different plants found around the school through excursion. Appreciate herbaceous plants.	What type of plants are found in your local area?	Learner are guided to identify different plants found in the local area. Learners are guided in an excursion to identify different plants found in the local area. In groups, learners are guided to use digital devices such as camera, smartphones and tablets to take photos of different plants found in the local area. Learners are guided to collect herbaceous plants by uprooting them.	Realia Charts Photographs Pictures Digital devices Computing devices *Know More: Science and Technology Learner’s Book Grade 6 pg. 1-4*	Oral questions Oral Report Observation
	2	Living things	Identifying different plants of plants in the environment	By the end of the sub-strand, the learner should be able to: Identify different parts of plants in the environment. Recognize different parts of plants in the environment. Appreciate different types parts of plants in the environment.	Which parts of plants do you know?	Learners are guided to identify different parts of plants in the environment (flower, roots, fruits, leaf and steam) Learners are guided in an excursion to identify different parts of plants in the environment.	Realia Charts Photographs Pictures Digital devices Computing devices *Know More: Science and Technology Learner’s Book Grade 6 pg. 4-6*	Oral questions Oral Report Observation
	3	Living things	Drawing and labelling different parts of a plants	By the end of the sub-strand, the learner should be able to: Mention different parts of plants. Draw and label the different parts of a plant. Have fun and enjoy drawing different parts of plants.	How to draw and label the different parts of a plant?	Learners are guided to mention different parts of plants. Learners are guided to draw and label the different parts of a plant.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 6 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	4	Living things	Functions of different parts of a plant	By the end of the sub-strand, the learner should be able to: Define photosynthesis. Investigate the functions of different parts of a plant. Appreciate the functions of different parts of a plant.	What are the functions of different parts of a plant?	Learners are guided to define photosynthesis. Learners are guided to investigate the functions of different parts of a plant. In groups, learners are guided to use a digital device connected to the internet to find out about functions of different parts of a plant	Know More: Science and Technology Learner’s Book Grade 6 pg. 6-7 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
2	1	Living things	Using visual aids to identify the functions of different parts of a plant	By the end of the sub-strand, the learner should be able to: Use visual aids to identify the functions of the different parts of plants. Draw some plants which store food in their roots such as carrots, arrowroots, cassava and sweet potatoes. Appreciate the use of visual aids to identify the functions of the different parts of plants.	What are functions of roots?	In groups, learners are guided to use visual aids to identify the functions of the different parts of plants. Learners are guided to draw some plants which store food in their roots such as carrots, arrowroots, cassava and sweet potatoes	Know More: Science and Technology Learner’s Book Grade 6 pg. 7-8 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	2	Living things	Appreciating different plants in the community	By the end of the sub-strand, the learner should be able to: Mention ways of taking care of plants. Compose a song on different plants found in his/her community. Appreciate different plants in the community.	How do you take care of plants?	In groups, learners are guided to mention ways of taking care of plants. In groups, learners are guided to compose a song on different plants found in his/her community.	Know More: Science and Technology Learner’s Book Grade 6 pg. 8-9 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	3	Living things	Making mountings of different parts of a plant	By the end of the sub-strand, the learner should be able to: List the materials needed to make mountings of different parts of a plant. Make mountings of different parts of a plant. Have fun and enjoy making mountings of different parts of a plant.	How to make mountings of different parts of a plant?	Learners are guided to list the materials needed to make mountings of different parts of a plant. In groups, learners are guided to make mountings of different parts of a plant. In groups, learners are guided to display the mounted parts of the plants in the Science corner.	Know More: Science and Technology Learner’s Book Grade 6 pg. 9-10 Manilla papers Glue Scissors Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	4	Living things	Plants-Types of roots	By the end of the sub-strand, the learner should be able to: Identify different types of roots. Observe the different types of roots while recording. Appreciate different types of roots.	Which are the different types of roots?	Learners are guided to identify different types of roots. Learners are guided to observe the different types of roots while recording.	Realia Charts Photographs Pictures Digital devices Computing devices *StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 11*	Oral questions Oral Report Observation
3	1	Living things	Using visual aids to find out about the different types of roots	By the end of the sub-strand, the learner should be able to: Name the different types of roots of the plants in the wall charts and pictures. Recognize different types of roots using visual aids and digital devices. Appreciate the use of visual aids and digital devices to find out about the different types of roots.	Which plants have the same type of roots?	Learners are guided to name the different types of roots of the plants in the wall charts and pictures. In groups, learners are guided to recognize different types of roots using visual aids and digital devices.	Realia Charts Photographs Pictures Digital devices Computing devices *StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 11-12*	Oral questions Oral Report Observation
	2	Living things	Field excursion to collect different types of plants	By the end of the sub-strand, the learner should be able to: Mentions ways to observe safety when collecting plants. Recognize different types of plants in an excursion. Appreciate the importance of observing safety when collecting plants.	How to observe safety when collecting different types of plants?	In groups, learners are guided to mentions ways to observe safety when collecting plants. In groups, learners are guided in an excursion to identify types of plants.	Realia Charts Photographs Pictures Digital devices Computing devices StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 13	Oral questions Oral Report Observation
	3	Living things	Observing the different types of roots of the collected plants	By the end of the sub-strand, the learner should be able to: Give examples of plants which have taproot and fibrous roots. Draw and label different types of roots. Have fun and enjoy drawing and labelling different types of roots.	How to draw and label different types of roots?	In groups, learners are guided to discuss different types of roots of the collected plants. Learners are guided to draw and label different types of roots.	Realia Charts Photographs Pictures Digital devices Computing devices *StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 13*	Oral questions Oral Report Observation
	4	Living things	Grouping plants in the locality based on the types of roots	By the end of the sub-strand, the learner should be able to: State the differences between taproot and fibrous roots. Group plants according to the type of roots. Appreciate the characteristics of taproots and fibrous roots.	What are the differences of taproot and fibrous root?	Learners are guided to state the differences between taproot and fibrous roots. In groups, learners are guided to group plants according to the type of roots.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 14 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
4	1	Living things	Appreciating that plants have different types of roots for different functions	By the end of the sub-strand, the learner should be able to: Identify the type of roots in each plant. Sing a song about plants having different types of roots for different functions. Appreciate that plants have different types of roots for different functions.	What are the functions of roots mentioned in the song?	Learners are guided to identify the type of roots in each plant. In groups, learners are guided to sing a song about plants having different types of roots for different functions. Learners are guided to participate in taking care of plants.	Realia Charts Photographs Pictures Digital devices Computing devices *StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 15-16*	Oral questions Oral Report Observation
	2	Living things	Making mountings of different types of roots	By the end of the sub-strand, the learner should be able to: List the materials needed to make mountings of different types of roots. Make mountings of different types of roots. Have fun and enjoy making mountings of different types of roots.	How to make mountings of different types of roots?	Learners are guided to list the materials needed to make mountings of different types of roots. In groups, learners are guided to make mountings of different types of roots. In groups, learners are guided to display the mounted types of roots in the Science corner.	Manila paper Glue Scissors Realia Charts Photographs Pictures Digital devices Computing devices *StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 16-18*	Oral questions Oral Report Observation
	3	Living things	Animals-Invertebrates; Identifying invertebrates	By the end of the sub-strand, the learner should be able to: State the meaning of invertebrates. Draw some invertebrates found in his/her local area. Have fun and enjoy drawing invertebrates.	What are invertebrates?	Learners are guided to state the meaning of invertebrates. Learners are guided to draw some invertebrates found in his/her local area. Learners are guided to identify invertebrates.	Realia Charts Photographs Pictures Digital devices Computing devices *StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 19-20*	Oral questions Oral Report Observation
	4	Living things	Discussing safety precautions when handling invertebrates	By the end of the sub-strand, the learner should be able to: Mention safety precautions when handling invertebrates. Demonstrate precautions when handling invertebrates. Appreciate the importance of observing safety when handling invertebrates.	How to observe safety when handling invertebrates?	Learners are guided to mention safety precautions when handling invertebrates. In groups, learners are guided to discuss safety precautions when handling invertebrates. Learners are guided to demonstrate precautions when handling invertebrates.	Realia Charts Photographs Pictures Digital devices Computing devices *StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 20*	Oral questions Oral Report Observation
5	1	Living things	Exploring the school and the neighbourhood to observe and identify different invertebrates	By the end of the sub-strand, the learner should be able to: State the importance of invertebrates. Explore the school compound to observe different types of invertebrates. Appreciate the importance of invertebrate to the community.	What are the importance of invertebrates to the environment?	Learners are guided to state the importance of invertebrates. In groups, learners are guided to explore the school compound to observe different types of invertebrates. In groups, learners are guided to use a camera or smartphone to take photographs of the invertebrates.	Protective clothing Gloves Goggles Gumboots Realia Charts Photographs Pictures Digital devices Computing devices *StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 21*	Oral questions Oral Report Observation
	2	Living things	Using digital devices to access, observe and identify different invertebrates	By the end of the sub-strand, the learner should be able to: State the difference between vertebrates and invertebrates. Use digital devices to access, observe and identify different invertebrates. Appreciate the differences between vertebrates and invertebrates.	How to identify different invertebrates?	Learners are guided to state the difference between vertebrates and invertebrates. In groups, learners are guided to use digital devices to access, observe and identify different invertebrates	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 21-22 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	3	Living things	Characteristics of each group of invertebrates	By the end of the sub-strand, the learner should be able to: Identify the four groups of invertebrates. Discuss and record the characteristics of insects, spiders, ticks, millipedes, centipedes, snails and slugs. Appreciate the characteristics of each group of invertebrates.	What are the four groups of invertebrates?	Learners are guided to identify the four groups of invertebrates. In groups, learners are guided to discuss and record the characteristics of insects, spiders, ticks, millipedes, centipedes, snails and slugs Learners are guided to name the invertebrate in the pictures and photographs.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 22-23 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	4	Living things	Characteristics of insects	By the end of the sub-strand, the learner should be able to: Name insects found in his/her local area. Observe and record the similarities on the bodies of the insects. Appreciate the characteristics of insects.	What are the characteristics of insects?	In pairs, learners are guided to name insects found in his/her local area. In groups, learners are guided to observe and record the similarities on the bodies of the insects. In groups, learners are guided to use digital devices to watch a video on characteristics of insects.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 23-25 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
6	1	Living things	Characteristics of spiders and ticks	By the end of the sub-strand, the learner should be able to: Identify the characteristics of spiders and ticks. Recognize the similarities between spiders and ticks. Appreciate the characteristics of ticks and spiders	What are the characteristics of ticks and spiders?	Learners are guided to identify the characteristics of spiders and ticks. In groups, learners are guided to observe and record the similiraties on the bodies of spiders and insects. In groups, learners are guided to use digital devices to watch videos on characteristics of spiders and ticks.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 25-27 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	2	Living things	Characteristics of millipedes and centipedes	By the end of the sub-strand, the learner should be able to: Identify the characteristics of millipedes and centipedes. Draw and label parts of a millipede and centipede. Appreciate the characteristics of millipedes and centipedes.	What are the characteristics of millipedes and centipedes?	Learners are guided to identify the characteristics of millipedes and centipedes. In groups, learners are guided to compare the difference between centipedes and millipedes In groups, learners are guided to observe and record the similiraties on the bodies of millipedes and centipedes. In groups, learners are guided to use digital devices to watch videos on characteristics of millipedes and centipedes.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 27-28 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	3	Living things	Characteristics of snails and slugs	By the end of the sub-strand, the learner should be able to: Identify the characteristics of snails and slugs. Recognize the similarities between snails and slugs. Appreciate the characteristics of snails and slugs.	What are the characteristics of snails and slugs?	Learners are guided to identify the characteristics of snails and slugs. In groups, learners are guided to observe and record the similiraties on the bodies of snails and slugs. In groups, learners are guided to use digital devices to watch videos on characteristics of snails and slugs.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 29-30 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	4	Living things	Categories of invertebrates	By the end of the sub-strand, the learner should be able to: Name the groups of invertebrates and list the names of the invertebrates that belong to each group. Categorize invertebrates into different groups. Appreciate the importance of categorizing invertebrates.	What do we consider when categorizing invertebrates?	In groups, learners are guided to name the groups of invertebrates and list the names of the invertebrates that belong to each group. In groups, learners are guided to categorize invertebrates into different groups.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 30-32 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
7	1	Living things	Appreciating invertebrates and their importance to human beings	By the end of the sub-strand, the learner should be able to: State the importance of invertebrates to human beings. Recite a poem about invertebrates. Appreciate invertebrates and their importance to human beings.	What are the importance of invertebrates to human beings?	In groups, learners are guided to state the importance of invertebrates to human beings. In groups, learners are guided to compose and recite a poem about invertebrates.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 32-34 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	2	Living things	Making a photo album of invertebrates found in the local area	By the end of the sub-strand, the learner should be able to: List the materials needed to make a photo album of invertebrates found in the local area. Make a photo album of invertebrates found in the local area. Appreciate invertebrates found in the local area.	How to make a photo album of invertebrates?	Learners are guided to list the materials needed to make a photo album of invertebrates found in the local area. In groups, learners are guided to make a photo album of invertebrates found in the local area.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 34-36 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	3	Living things	Human circulatory system; Parts of the human circulatory system	By the end of the sub-strand, the learner should be able to: Identify the main parts of the human circulatory system. Draw a well labelled diagram of the human circulatory system. Appreciate the parts of the human circulatory system.	What are the main parts of the human circulatory system?	Learners are guided to define the meaning of circulatory system. Learners are guided to identify the main parts of the human circulatory system. Learners are guided to draw a well labelled diagram of the human circulatory system.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 37-39 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	4	Living things	Observing and discussing parts of the heart	By the end of the sub-strand, the learner should be able to: Identify different parts of the heart and blood vessels. Draw and label the internal parts of the heart. Appreciate the parts of the heart.	How many chambers does the heart have?	Learners are guided to identify different parts of the heart and blood vessels. Learners are guided to draw and label the internal parts of the heart.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 39-40 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
8	1	Living things	Discussing the functions of different parts of the heart	By the end of the sub-strand, the learner should be able to: Identify the functions of different parts of the heart. Observe a video on parts of the heart and pumping of the heart. Appreciate the functions of different parts of the heart.	What are the functions of different parts of the heart.	Learners are guided to identify the functions of different parts of the heart. In groups, learners are guided to observe a video on parts of the heart and pumping of the heart. Learners are guided to practice feeling the heartbeat.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 40-43 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	2	Living things	Types of blood vessels and their functions in the circulatory system	By the end of the sub-strand, the learner should be able to: Identify the three types of blood vessels. Discuss the functions of the blood vessels. Appreciate the functions of blood vessels.	What are the functions of blood vessels in the circulatory system?	Learners are guided to identify the three types of blood vessels. In groups, learners are guided to discuss the functions of the blood vessels.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 43-45 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	3	Living things	Observing veins at the wrist and back of the hand	By the end of the sub-strand, the learner should be able to: State the differences between arteries and veins. Observe veins at the wrist and back of the hand. Appreciate the importance of veins.	Why do arteries have thicker walls than veins?	Learners are guided to state the differences between arteries and veins. Learners are guided to observe veins at the wrist and back of the hand.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 45-46 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	4	Living things	Components of blood and their functions in the circulatory system	By the end of the sub-strand, the learner should be able to: Brainstorm on the functions of the components of blood. Download and observe a video on the component of blood and their functions. Appreciate the functions of the components of blood.	What are the four components of blood? What are the functions of components of blood?	In groups, learners are guided to brainstorm on the functions of the components of blood. In groups, learners are guided to download and observe a video on the component of blood and their functions. Learners are guided to identify the four components of blood.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 46-48 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
9	1	Living things	Making a model of components of blood	By the end of the sub-strand, the learner should be able to: List the items and materials needed to make a model of components of blood. Make a model of components of blood. Have fun and enjoy making a model of components of blood.	How to make a model of components of blood?	Learners are guided to list the items and materials needed to make a model of components of blood. In groups, learners are guided to make a model of components of blood.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 48-49 Plastic bottle Water Jug/cup Liquid yellow dye Salt/glucose Red/white/purple/black seeds Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	2	Living things	Blood groups in the ABO system	By the end of the sub-strand, the learner should be able to: Brainstorm on the ABO human blood groups. Discuss the importance of blood groups Appreciate the importance of ABO human blood groups.	What is the ABO blood group system? How many blood groups are there in the ABO system?	In groups, learners are guided to brainstorm on the ABO human blood groups. In groups, learners are guided to discuss the importance of blood groups.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 49-50 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	3	Living things	Role of blood groups in blood transfusion	By the end of the sub-strand, the learner should be able to: State the difference between universal donor and universal recipient. Discuss the importance of blood transfusion. Appreciate the importance of blood transfusion.	What is blood transfusion? What would happen if there was no blood transfusion in the world?	Learners are guided to define the meaning of blood transfusion. Learners are guided to state the difference between universal donor and universal recipient. In groups, learners are guided to discuss the importance of blood transfusion.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 50-52 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	4	Living things	Discussing the role of blood groups in blood transfusion	By the end of the sub-strand, the learner should be able to: Explain the role of blood groups in blood transfusion. Make posters to sensitise members of his/her community on blood transfusion and the role blood groups play in blood transfusion. Appreciate the role of blood groups in blood transfusion.	What is the role of blood groups in blood transfusion?	In groups, learners are guided to explain the role of blood groups in blood transfusion. In groups, learners are guided to make posters to sensitise members of his/her community on blood transfusion and the role blood groups play in blood transfusion.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 52-54 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
10				ASSESSMENT

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Tuesday, 15 November 2022 11:39

Grade 6 KLB Visionary Physical and Health Education - Grade 6 Schemes of Work Term 1 2023

GRADE 6 KLB VISIONARY PHYSICAL AND HEALTH EDUCATION
SCHEMES OF WORK TERM 1 2023

SCHOOL	GRADE	TERM	YEAR
	6	1	2023

*Week*	*Lesson*	*Strand*	*Sub strand*	Specific learning outcomes	*Key inquiry questions*	Learning experiences	*Learning resources*	*Assessment*	*Remarks*
1	1	Athletics: Track Events	Bunch Start	By the end of the sub strands, the learner should be able to: Use digital device to watch a video clip and observe the bunch start Demonstrate bunch start by positioning the body arms and legs Have fun practicing how to bunch start	Where should you focus your eyes when performing athletics?	The learner is guided individually or in groups to: Demonstrate bunch start by positioning the body arms and legs	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 1-6*	Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	2	Athletics: Track Events	Bunch Start	By the end of the sub strands, the learner should be able to: Warm up in getting ready to perform bunch start Run on the spot, do rabbit hops and slow match to perform the bunch sprint Appreciate the spirit of sports through dedication and commitment	Why should you adequately warm up before performing bunch start?	The learner is guided individually or in groups to: Run on the spot, do rabbit hops and slow match to perform the bunch sprint	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 1-6*	Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	3	Athletics: Track Events	The drop finish technique	By the end of the sub strands, the learner should be able to: Use a digital device to watch a video clip and observe the drop race finish technique Demonstrate the drop finish technique by practicing with others Appreciate feedback from the teacher and others	Which part of the body has been pushed forward?	The learner is guided individually or in groups to: Demonstrate the drop finish technique by practicing with others	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 6-9*	Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	4	Athletics: Track Events	The drop finish technique	By the end of the sub strands, the learner should be able to: Perform warm up activities such as plucking partner’s tail, squat jumps and lateral rabbit jumps Cool down using curling and stretching and slow dance activities then practice the drop finish technique Have fun performing the drop finish technique	What are rules for performing the drop finish technique?	The learner is guided individually or in groups to: Perform warm up activities such as plucking partner’s tail, squat jumps and lateral rabbit jumps	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 6-9*	Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	5	Athletics: Track Events	Shoulder shrug technique	By the end of the sub strands, the learner should be able to: Use a digital device to watch a race and observe the shoulder shrug technique Demonstrate the shoulder shrug technique Display an attitude of receiving feedback positively from teachers and peers	Which parts of the body are used to perform the shoulder shrug technique?	The learner is guided individually or in groups to: Demonstrate the shoulder shrug technique	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 10-13*	Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
2	1	Athletics: Track Events	Shoulder shrug technique	By the end of the sub strands, the learner should be able to: Perform the stationary bend, the right and left bends and shoulder shrug drill Practice running and perform the shoulder shrug technique Desire to uphold integrity during sporting competitions	What should you do on your last stride to the finishing line?	The learner is guided individually or in groups to: Practice running and perform the shoulder shrug technique	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 10-13*	Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	2	Athletics: Track Events	Non-visual Baton Exchange down sweep method in relays	By the end of the sub strands, the learner should be able to: Use digital devices to watch a clip and observe the non-visual baton exchange method Demonstrate the grip for non-visual baton exchange Appreciate feedback from the teacher and others	What is the name to the item passed on when running relays?	The learner is guided individually or in groups to: Demonstrate the grip for non-visual baton exchange	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 14-18*	Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	3	Athletics: Track Events	Non-visual Baton Exchange down sweep method in relays	By the end of the sub strands, the learner should be able to: Perform the non-visual baton exchange following outgoing stance, baton run and baton exchange drill Practice the non-visual Baton Exchange down sweep method in relays Display the character of a sport person		The learner is guided individually or in groups to: Practice the non-visual Baton Exchange down sweep method in relays	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 14-18*	Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	4	Field Events	Facility and equipment in High Jump	By the end of the sub strands, the learner should be able to: Using digital devices watch video clips and observe the facility and equipment in high jump Perform warm up activities such as jumping jacks, skip and skip, press-ups and cool down activities Enjoy demonstrating high jump	What is high jump?	The learner is guided individually or in groups to: Perform warm up activities such as jumping jacks, skip and skip, press-ups and cool down activities	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 19-22*	sports channels, Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	5	Field Events	Facility and equipment in High Jump	By the end of the sub strands, the learner should be able to: Walk from a distance, mark a suitable point and take off Practice high jumping in groups of three and receive feedback Display an attitude to work in a team	What rules should you observe when performing high jump?	The learner is guided individually or in groups to: Practice high jumping in groups of three	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 19-22*	sports channels, Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
3	1	Field Events	Scissor Technique in High Jump	By the end of the sub strands, the learner should be able to: Use a digital device to watch a video clip and observe the run, the takeoff, flight and landing Follow the instructions given by the teacher to demonstrate the scissor technique in high jump Enjoy practicing the scissor technique in high jump	Which foot clears the bar first during flight in scissor technique high jump?	The learner is guided individually or in groups to: Use a digital device to watch a video clip and observe the run, the takeoff, flight and landing	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 22-27*	sports channels, Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	2	Field Events	Scissor Technique in High Jump	By the end of the sub strands, the learner should be able to: Perform warm up activities such as jumping jacks, side shuffles, lunges activities Demonstrate the run, the takeoff, the flight and the landing using scissor technique Appreciate positive ways of coping with stress in daily life	What are the ways of coping with stress during games and sports?	The learner is guided individually or in groups to: Demonstrate the run, the takeoff, the flight and the landing using scissor technique	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 22-27*	sports channels, Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	3	Field Events	Equipment and sector in Standing Javelin	By the end of the sub strands, the learner should be able to: Use digital devices to watch video clips and observe the parts of a the javelin sector Identify the various parts of the javelin, the head, the shaft, cord grip and the tail Enjoy observing the divisions and the measurement of a javelin throw sector	What is Javelin?	The learner is guided individually or in groups to: Identify the various parts of the javelin, the head, the shaft, cord grip and the tail	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 28-31*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	4	Field Events		By the end of the sub strands, the learner should be able to: Perform warm up activities such as walking jacks, ankle circles and activities Practice throwing the javelin with a stabbing action at a good throwing angle Enjoy throwing the javelin at different angles	What are the different parts of a javelin?	The learner is guided individually or in groups to: Practice throwing the javelin with a stabbing action at a good throwing angle	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 28-31*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	5	Field Events	The throw in standing Javelin	By the end of the sub strands, the learner should be able to: Warm up through body weight squats, arm swings, hip circles and heel & toe activities. Perform the stance, grip and carriage in standing javelin Have fun practicing the throw in standing javelin	What are the rules for handling a javelin?	The learner is guided individually or in groups to: Warm up through body weight squats, arm swings, hip circles and heel & toe activities.	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 31-38*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
4	1	Field Events	The throw in standing Javelin	By the end of the sub strands, the learner should be able to: Demonstrate the grip, stance and carriage in standing javelin and get feedback from the teacher Practice the stance, grip, carriage, release and recovery with a javelin in pairs Appreciate feedback from their partner	What is the stance in standing javelin?	The learner is guided individually or in groups to: Demonstrate the grip, stance and carriage in standing javelin and get feedback from the teacher	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 31-38*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	2	Field Events		By the end of the sub strands, the learner should be able to: Practice standing throw grip, carriage, release, walk and throw, then withdraw and release drill Work in teams to perfect the throwing angle Enjoy playing the game of hoop and throw	Using a javelin how to you hold the carriage?	The learner is guided individually or in groups to: Practice standing throw grip, carriage, release, walk and throw, then withdraw and release drill	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 31-38*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	3	Field Events	Standing Shot PUT	By the end of the sub strands, the learner should be able to: Use digital devices to watch a video clip and observe the features of the shot put sector Warm up activities such as mountain climbers, side reach, arms circles and cool down activities Have fun discussing the shape and materials used to make the shot put	What is a shot put?	The learner is guided individually or in groups to: Use digital devices to watch a video clip and observe the features of the shot put sector	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 38-41*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	4	Field Events	Standing Shot PUT	By the end of the sub strands, the learner should be able to: Identify the putting action of throwing a shot put Observe and familiarize with the shot-put sector Have fun playing the game of circle bag tag	What is a shot-put sector?	The learner is guided individually or in groups to: Play the game of circle bag tag	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 38-41*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	5	Field Events	Putting the shot	By the end of the sub strands, the learner should be able to: Use a digital device to watch a video clip on putting a shot while observing the stance, grip, release and recovery Warm up with back pedaling, plank walk out, arm swings and cool down activities Enjoy demonstrating the stance and grip	From the picture, which action is the girl about to undertake?	The learner is guided individually or in groups to: Warm up with back pedaling, plank walk out, arm swings and cool down activities	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 42-46*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
5	1	Field Events	Putting the shot	By the end of the sub strands, the learner should be able to: Demonstrate the stance, grip, release and recovery in putting the shot Practice recovery after the shot put leaves the hand Appreciate the teacher’s feedback	How do you recover safely after putting the shot?	The learner is guided individually or in groups to: Demonstrate the stance, grip, release and recovery in putting the shot	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 42-46*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	2	Field Events	Putting the shot	By the end of the sub strands, the learner should be able to: Practice the shot grip drill using a tennis ball Practice stationery put and putting into a hoop drill in groups of five Enjoy creatively designing drills to practice the stance, grip, release and recovery	What is stationery put?	The learner is guided individually or in groups to: Practice stationery put and putting into a hoop drill in groups of five	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 42-46*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	3	Rope Work	Wounded duck	By the end of the sub strands, the learner should be able to: Use a digital device to watch a video clip on the wounded duck technique Observe the positioning on the toes and knees Have fun discussing the observations with their classmates	What is wounded duck technique?	The learner is guided individually or in groups to: Use a digital device to watch a video clip on the wounded duck technique	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 49-54*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	4	Rope Work	Wounded duck	By the end of the sub strands, the learner should be able to: Perform warm up activities such as tagging a partner, leg swing, beckoning, light walking and arm swinging Demonstrate the movement of the feet and the knees in the wounded duck technique Appreciate the flexibility that comes with this technique	What are the different warm up activities?	The learner is guided individually or in groups to: Demonstrate the movement of the feet and the knees in the wounded duck technique	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 49-54*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	5	Rope Work	Wounded duck	By the end of the sub strands, the learner should be able to: Perform wounded duck without a rope Perform wounded duck technique with a rope Display positivity in accepting feedback from the teacher	How do you perform the wounded duck without a rope?	The learner is guided individually or in groups to: Perform wounded duck technique with and without a rope	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 49-54*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
6	1	Rope Work	Wounded duck	By the end of the sub strands, the learner should be able to: Perform the wounded duck routine and in different directions in pairs Practice skipping and counting, numbers and letters, skipping to rhythm and creating the wounded duck Play the wounded duck circle for entertainment	How do the feet move in the wounded duck technique?	The learner is guided individually or in groups to: Practice skipping and counting, numbers and letters, skipping to rhythm and creating the wounded duck	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 49-54*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	2	Rope Work	Swing Kick	By the end of the sub strands, the learner should be able to: Use a digital device to watch a video clip on the swing kick technique Observe the movement of the legs and the feet during the performance Display respect for others opinion when discussing the swing kick technique	What is a swing kick?	The learner is guided individually or in groups to: Use a digital device to watch a video clip on the swing kick technique	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 54-58*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	3	Rope Work	Swing kick	By the end of the sub strands, the learner should be able to: Warm up through tagging a partner, leg swing, arm circle and cool down activities Demonstrate the movement of the feet and the knees in the swing technique Enjoy practicing swing kick rhythm, skipping a target and skipping round cones	What drills can you use to practice the swing kick technique?	The learner is guided individually or in groups to: Demonstrate the movement of the feet and the knees in the swing technique	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 54-58*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	4	Rope Work	Partner work	By the end of the sub strands, the learner should be able to: Use a digital device to watch a video clip on partner work technique Observe how partner are able to coordinate the skipping rope Display respect for others opinion by discussing the skills the learners are performing	What directions are the boys facing during the activity?	The learner is guided individually or in groups to: Use a digital device to watch a video clip on partner work technique	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 59-66*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	5	Rope Work	Partner work	By the end of the sub strands, the learner should be able to: Demonstrate the partner work such as the face -to -face , back -to -back and side -by -side techniques Warm up through partner tag, start jumps, back and side stretch activities Perform light jogging and walking for energy	What are some of the warm up drills can you use in preparation for rope work?	The learner is guided individually or in groups to: Warm up through partner tag, start jumps, back and side stretch activities	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 59-66*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
7	1	Rope Work	Partner work	By the end of the sub strands, the learner should be able to: Demonstrate face-to-face, back-to-back and side-to-side techniques with a partner Practice face-to-face, back-to-back and side-to-side techniques with a partner Appreciate the teacher’s feedback	How do you perform side-to-side technique with a partner?	The learner is guided individually or in groups to: Demonstrate face-to-face, back-to-back and side-to-side techniques with a partner	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 59-66*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	2	Soccer	Trapping – using the thigh	By the end of the sub strands, the learner should be able to: Use a digital device to watch a video clip on trapping using the thigh Observe the placement of the thigh when trapping Appreciate others opinion when discussing the playing skills in the game	What is soccer?	The learner is guided individually or in groups to: Discuss the playing skills in the game	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 67-70*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	3	Soccer	Trapping – using the thigh	By the end of the sub strands, the learner should be able to: Perform warm up and cool down activities Demonstrate by tossing the ball and attempt to trap it with the thigh before it touches the ground Enjoy practicing throw and trap, kick and trap	What is trapping?	The learner is guided individually or in groups to: Demonstrate tossing the ball and attempting to trap it with the thigh before it touches the ground	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 67-70*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	4	soccer	Trapping – using the chest	By the end of the sub strands, the learner should be able to: Use a digital device to watch a video clip on chest trap Observe the positioning of the chest as the ball makes contact Enjoy looking at magazines, journals and pictures on trapping using the chest	What materials is a soccer ball made of?	The learner is guided individually or in groups to: Look at magazines, journals and pictures on trapping using the chest	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 70-75*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	5	Soccer	Trapping – using the chest	By the end of the sub strands, the learner should be able to: Warm up through jog on the spot, rhythmical jumps, trunk rotation, half squats and cool down activities Practice the flighted chest trap, and the bouncing ball drills Have fun practicing trapping with the chest and observe safety	What does chest trap involve?	The learner is guided individually or in groups to: Warm up through jog on the spot, rhythmical jumps, trunk rotation, half squats and cool down activities	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 70-75*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
8	1	Soccer	Trapping – using the sole	By the end of the sub strands, the learner should be able to: Watch a video clip on trapping using the sole Observe the placement of the foot as the ball makes contact with the ground Appreciate the techniques by looking at magazines, journals and newspapers	What part of the foot is in contact with the ball?	The learner is guided individually or in groups to: Observe the placement of the foot as the ball makes contact with the ground	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 75-79*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	2	Soccer	Trapping – using the sole	By the end of the sub strands, the learner should be able to: Warm up through jumping jacks, walking knee hugs, leg swings and cool down activities Demonstrate by placing the sole on a bouncing ball applying some light pressure on top of it Appreciate feedback from the teacher and others	How do you perform jumping jacks when warming up?	The learner is guided individually or in groups to: Practice trapping using the sole using drills such as dead trap, roll and trap	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 75-79*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	3	Soccer	Trapping – using the sole	By the end of the sub strands, the learner should be able to: Practice trapping using the sole using drills such as dead trap, roll and trap Perform in pairs and groups kick and trap, circle sole of the foot, rectangular formation and premier trapping Enjoy playing trap the mouse game	What game is trapping the mouse?	The learner is guided individually or in groups to: Perform in pairs and groups kick and trap, circle sole of the foot, rectangular formation and premier trapping	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 75-79*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	4	Volley Ball	Single hand dig pass	By the end of the sub strands, the learner should be able to: Using a digital device watch a video clip on volley ball Observe when and how the players apply the single hand dig pass Have fun looking at magazines, newspapers and journals on single hand dig	What game is volley ball?	The learner is guided individually or in groups to: Look at magazines, newspapers and journals on single hand dig	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 80-83*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	5	Volley Ball	Single hand dig pass	By the end of the sub strands, the learner should be able to: Warm up through high knee, knee raisers, half squats and cool down activities Demonstrate with a partner who should receive it with a single handed dig pass Appreciate feedback from the teacher	What is single hand dig pass?	The learner is guided individually or in groups to: Demonstrate with a partner who should receive it with a single handed dig pass	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 80-83*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
9	1	Volley Ball	Single hand dig pass	By the end of the sub strands, the learner should be able to: Practice single hand return with a partner using right hand dig, left hand dig and alternate hands dig Receive feedback from each other Play sack volleyball game for enjoyment	How many hands should a player use to perform the single hand dig?	The learner is guided individually or in groups to: Practice single hand return with a partner using right hand dig, left hand dig and alternate hands dig	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 80-83*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	2	Volley Ball	Over arm serve	By the end of the sub strands, the learner should be able to: Use a digital device to watch a video Observe the stance and players movement towards the ball Enjoy looking at magazines, journals and newspapers on over arm serve	What is over arm serve?	The learner is guided individually or in groups to: Use a digital device to watch a video	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 84- 86*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	3	Volley Ball	Over arm serve	By the end of the sub strands, the learner should be able to: Perform warm up and cool down activities Demonstrate the steps to follow when performing an over arm serve Appreciate feedback from the teacher	How many steps should you follow when performing an over arm serve?	The learner is guided individually or in groups to: Demonstrate the steps to follow when performing an over arm serve	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 84-86*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	4	Volley Ball	Over arm serve	By the end of the sub strands, the learner should be able to: Practice the single hand dig pass using serving relay in teams Recognize and appreciate the first team to finish Play the rally serving challenge in two equal teams for enjoyment	What are the safety measures to apply when performing over arm serve?	The learner is guided individually or in groups to: Practice the single hand dig pass using serving relay in teams	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 84-86*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	5	Volley Ball	Minor games and basic rules	By the end of the sub strands, the learner should be able to: Use digital devices to search for volley ball rules and watch volley ball games Perform game warm up by passing the ball to each other Enjoy playing different games involving volleyball	What are minor games?	The learner is guided individually or in groups to: Play different games involving volleyball	*KLB Visionary Physical and Health Education Learner’s Book Pg. 87-89*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
10	END OF TERM EXAM

Published in Grade 6 Schemes of Work Term 1 2023

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Tuesday, 15 November 2022 11:19

Grade 6 KLB Visionary Music - Grade 6 Schemes of Work Term 1 2023

GRADE 6 KLB VISIONARY MUSIC
SCHEMES OF WORK TERM 1 2023

SCHOOL	GRADE	LEARNING AREA	TERM	YEAR
	6	MUSIC	1	2023

*Week*	*Lesson*	*Strand*	*Sub strand*	Specific learning outcomes	*Learning experiences*	*Key inquiry questions*	*Learning resources*	*Assessment*	*Remarks*
1	1	SONGS	Singing different type of songs with expressions	By the end of the sub strand, the learner should be able to: Observe the picture on learners’ book and explain what event it is Explain the type of songs that are likely to be sung in such an event Sing a song about the environment from the locality Appreciate caring for environment	Learners to Observe the picture on learners’ book and explain what event it is Learners are guided in groups to Sing a song about the environment from the locality	What is a song?	Flash cards Musical instruments Sample recorded Songs Digital devices *Grade 6 KLB visionary Music Learners book page 1*	Written Quizzes Oral questions Performance
	2		Things to know singing different types of songs with expressions	By the end of the sub strand, the learner should be able to: Discuss ways of expressing mood. Perform different types of songs with expressions Have fun singing a popular song with expressions to show the mood of the song	Learners to Discuss ways of expressing mood. Learners in groups are guided to Perform different types of songs with expressions	How do you express your mood?	Flash cards Sample recorded Songs Musical instruments Digital devices *Grade 6 KLB visionary Music Learners book page 2-5*	Written Quizzes Checklists Oral questions performance
	3		Appraising self and others’ performances	By the end of the sub strand, the learner should be able to: Define appraisal Identify things to observe when appraising a performance Role play appraising one another performing a patriotic song Suggest how the performance can be improved. Have fun appraising each other performance	Learners to Discuss things to observe when appraising a performance With the help of the teacher learners to role play appraising one another’s performances	What is appraisal?	Flash cards Sample recorded Songs Musical instruments Digital devices Charts *Grade 6 KLB visionary Music Learners book page 6-9*	Written Quizzes Practical’s Oral questions performance
2	1		Singing 2 and 3 -part songs in a duet and trio	By the end of the sub strand, the learner should be able to: Define a duet and trio Sing a song in pairs correctly pronouncing the words clearly Have fun singing a three-part song with expressing	Learners to define a duet Learners in groups to sing a two-part and three-part songs	What is a duet?	Flash cards Musical instruments Sample recorded Songs Digital devices *Grade 6 KLB visionary Music Learners book page 10-12*	Written Quizzes Oral questions Performance
	2		Values and messages in songs	By the end of the sub strand, the learner should be able to: Identify messages in a song and explain what it says Sing a song on learner’s book titled integrity our goal Prepare a song on peace Appreciate singing songs with values and good messages	with the help of a teacher open the link on leaners book and watch and listen to a song or sing a familiar song that has a positive message	What message do get from a song?	Flash cards Sample recorded Songs Musical instruments Digital devices *Grade 6 KLB visionary Music Learners book page 12-16*	Written Quizzes Checklists Oral questions performance
	3		Importance of songs	By the end of the sub strand, the learner should be able to: Discuss importance of songs Sing a marriage song and explain why it performed during a marriage ceremony List five occasions when songs are sung	Learners to Discuss importance of songs With the help of the teacher visit a music recording studio and find out what goes on there.	What is the importance of songs	Flash cards Sample recorded Songs Musical instruments Digital devices Charts *Grade 6 KLB visionary Music Learners book page 16-18*	Written Quizzes Practical’s Oral questions performance
3	1	Kenyan folk songs	Different type of songs	By the end of the sub strand, the learner should be able to: Explain reasons why the pictures show that the performance are folk songs Observe pictures in learners’ book and discuss what songs are likely to be performed Appreciate Kenyan folk songs	Learners to be guided to Observe pictures in learners’ book and discuss type of songs likely to be performed in the pictures	What Kenyan folk song do you know?	Flash cards Musical instruments Sample recorded Songs Digital devices *Grade 6 KLB visionary Music Learners book page 19*	Written Quizzes Oral questions Performance
	2		Things to know about performing different types of songs	By the end of the sub strand, the learner should be able to: Identify occasions when Kenyan folk songs are performed Explain how the occasion determines the type of folk song to be performed Discuss importance of folk songs Sing a folk song about work Have fun singing a marriage folk song	Learners to Identify occasions when Kenyan folk songs are performed Learners to sing a folk song about work	When do we perform Kenyan folk songs?	Flash cards Sample recorded Songs Musical instruments Digital devices *Grade 6 KLB visionary Music Learners book page 20*	Written Quizzes Checklists Oral questions performance
	3		Role of different types of songs	By the end of the sub strand, the learner should be able to: Discuss the role of folk songs when performed in different occasions Perform a marriage song Have fun singing sacred songs	Learners to be guided by the teacher to perform different types folk songs Leaners to discuss to the role of songs when performed in different occasions	Why do people sing in funerals?	Flash cards Sample recorded Songs Musical instruments Digital devices Charts *Grade 6 KLB visionary Music Learners book page 20-21*	Written Quizzes Practical’s Oral questions performance
4	1		Performance of folk songs	By the end of the sub strand, the learner should be able to: Identify things to observe when performing folk songs Perform a Tiriki initiation song on learners’ book while using the correct diction, gestures and facial expression. Appreciate folk songs from different communities	In groups perform different types of Kenyan folk songs from different communities using proper diction ,facial expressions and gestures Learner to lead the performance of one folk song as a soloist	What factors do you consider when performing songs?	Flash cards Musical instruments Sample recorded Songs Digital devices *Grade 6 KLB visionary Music Learners book page 21-24*	Written Quizzes Oral questions Performance
	2		Performing a solo folk song	By the end of the sub strand, the learner should be able to: Study the picture on leaners and discuss what is going on. Explain an occasion when a solo folk song will be suitable Role play solo performance of folk songs Have fun performing a folk song solo	Learners to be guided in groups to Study the picture on leaners and discuss what is going on. Learners to Role play solo performance of folk songs	Have you ever seen a solo performance?	Flash cards Sample recorded Songs Musical instruments Digital devices *Grade 6 KLB visionary Music Learners book page 25*	Written Quizzes Checklists Oral questions performance
	3		Things to know about performing a solo folk song	By the end of the sub strand, the learner should be able to: Discuss factors to consider when performing a solo folk song Identify occasions when solo performance are most suitable Perform solo folk song with the correct costume, instrumentation ,diction and facial expression Enjoy performing a solo folk song with the correct diction for clarity of words and appropriate facial expression to bring out the feeling of the song	Learners to Identify occasions when solo performance are most suitable Learners in groups to be guided to Perform solo folk song with the correct costume, instrumentation ,diction and facial expression	What do you consider in solo folk song performance?	Flash cards Sample recorded Songs Musical instruments Digital devices Charts *Grade 6 KLB visionary Music Learners book page 25-29*	Written Quizzes Practical’s Oral questions performance
5	1		Features of a folk song	By the end of the sub strand, the learner should be able to: Discuss features of a folk song Explain how folk songs affect our feelings when we sing them Watch performance of folk songs and discuss features of folk songs from performance watched . Enjoy performing a folk song	Learners to be guided by a teacher in groups to open a link on leaners book using a n internet enabled device and watch a folk song performance from Mijikenda community	What features of folk songs do you know?	Flash cards Musical instruments Sample recorded Songs Digital devices *Grade 6 KLB visionary Music Learners book page 29-31*	Written Quizzes Oral questions Performance
	2		Appreciating the importance of performing folk songs from diverse communities	By the end of the sub strand, the learner should be able to: Discuss why we should appreciate folk songs from all communities Recite words of a folk song Appreciate importance of folk songs	Learners to sing a work folk song from own community and a marriage folk song from a different community	Why should we appreciate folk song?	Flash cards Sample recorded Songs Musical instruments Digital devices *Grade 6 KLB visionary Music Learners book page 32-33*	Written Quizzes Checklists Oral questions performance
	3		Information from a cultural centre or a music festival	By the end of the sub strand, the learner should be able to: Identify places where one can get information on different types of folk songs Make a write up on three types of folk songs from different communities in kenya Enjoy collecting information about different types of songs	Learners to Identify places where one can get information on different types of folk songs Learners in groups to be guided to use an internet enabled device to find information about types of folk songs	Where can you get information about folk songs?	Flash cards Sample recorded Songs Musical instruments Digital devices Charts *Grade 6 KLB visionary Music Learners book page 34-36*	Written Quizzes Practical’s Oral questions performance
6	1	Musical instruments	String instrument of Kenya	By the end of the sub strand, the learner should be able to: Draw and colour string instrument form Kisii community (obokano) Observe pictures of string instruments in learners’ book and discuss the difference Have fun observing string instruments from different communities	Learners to Draw and colour string instrument form Kisii community (obokano) Learners are guided in groups to Observe pictures of string instruments in learners’ book and discuss the difference	What is obokano?	Flash cards Musical instruments Sample recorded Songs Digital devices *Grade 6 KLB visionary Music Learners book page 37*	Written Quizzes Oral questions Performance
	2		Things to know about string instruments of Kenya	By the end of the sub strand, the learner should be able to: Identify common string instruments from different communities in Kenya Use internet enabled device to observe these instruments and watch how they are used. Have fun drawing string instruments from different communities	Learners to brainstorm in small groups, common string instruments from different communities in Kenya Learners to Use internet enabled device to observe these instruments and watch how they are used.	Do you have a string instrument from your community?	Flash cards Sample recorded Songs Musical instruments Digital devices *Grade 6 KLB visionary Music Learners book page 37-41*	Written Quizzes Checklists Oral questions performance
	3		Parts of a fiddle and their function	By the end of the sub strand, the learner should be able to: Define a fiddle Draw and name a Kenyan string instrument with one string Watch a video using link on learners’ book and explain the function of each part of the instrument Name parts of a fiddle and explain its function	Learners in groups to be guided to watch a video using link on learners’ book and explain the function of each part of the instrument Learners to draw fiddle instrument from any Kenyan community	What is a fiddle?	Flash cards Sample recorded Songs Musical instruments Digital devices Charts *Grade 6 KLB visionary Music Learners book page 41-45*	Written Quizzes Practical’s Oral questions performance
7	1		Care and maintenance of a string instrument	By the end of the sub strand, the learner should be able to: Observe and name instrument on leaners book Discuss what could have happened to it Explain things that should be done to avoid repetition of the problem Explain the importance of caring instrument Appreciate proper care of instruments	Learners to observe and name instrument on leaners book Learners to explain things that can be done to avoid the mistake.	What is wrong with instrument in learners’ book?	Flash cards Musical instruments Sample recorded Songs Digital devices *Grade 6 KLB visionary Music Learners book page 45*	Written Quizzes Oral questions Performance
	2		Things to know about care and maintenance of a string instrument	By the end of the sub strand, the learner should be able to: Take turns to practice cleaning a string instrument Discuss importance of taking care of string instrument Describe five ways of taking care of a string instrument. Appreciate taking care of string instruments	Learners to be guided in groups to take turns to practice cleaning a string instrument Learners to describe five ways of taking care of a string instrument.	How do we take care of string instruments?	Flash cards Sample recorded Songs Musical instruments Digital devices *Grade 6 KLB visionary Music Learners book page 46-48*	Written Quizzes Checklists Oral questions performance
	3		Tuning a fiddle	By the end of the sub strand, the learner should be able to: Explain what happens when the string is loosened. Discuss what happens to sound when the string is tightened Demonstrate how to tune a string instrument before playing Appreciate tuning a string instrument.	Learners to explain what happens when the string is loosened. Learners in groups to be guided to Discuss what happens to sound when the string is tightened	What happens when a string is loosened?	Flash cards Sample recorded Songs Musical instruments Digital devices Charts *Grade 6 KLB visionary Music Learners book page 48*	Written Quizzes Practical’s Oral questions performance
8	1		Skills and techniques of playing a fiddle	By the end of the sub strand, the learner should be able to: Discuss techniques and skills needed in playing a fiddle Take turns to practice the techniques of posture ,holding and bowing of fiddle Improvise a fiddle form any community in Kenya Have fun practicing posture, holding and bowing a fiddle	Learners to watch the teacher play a fiddle ,imitate the techniques of posture ,holding and bowing with an imaginary fiddle	What skill do you need to play a fiddle?	Flash cards Musical instruments Sample recorded Songs Digital devices *Grade 6 KLB visionary Music Learners book page 48-51*	Written Quizzes Oral questions Performance
	2		Role of string instrument in a performance	By the end of the sub strand, the learner should be able to: Identify and explain the role of string instruments. Listen to audio recordings of folk songs accompanied by string instruments Have fun performing a folk song accompanied with string instruments	Learners to be guided in groups to perform a folk song playing a string instrument Leaners to watch video clips from the link on leaners book and listen to folk songs accompanied by string instruments	Can you accompany folk song with a string instrument?	Flash cards Sample recorded Songs Musical instruments Digital devices *Grade 6 KLB visionary Music Learners book page 51-53*	Written Quizzes Checklists Oral questions performance
	3		Making a fiddle	By the end of the sub strand, the learner should be able to: Identify materials used in making a fiddle Assemble instruments used to make a fiddle Have fun collecting materials used in making a fiddle	Learners to identify materials used in making a fiddle Learners in groups to be guide to assemble instruments used to make a fiddle	What do we need to make a fiddle?	Flash cards Sample recorded Songs Musical instruments Digital devices Charts *Grade 6 KLB visionary Music Learners book page 53-54*	Written Quizzes Practical’s Oral questions performance
9	1		Safety measures	By the end of the sub strand, the learner should be able to: Identify safety measures observed when making a fiddle Identify steps and processes followed when preparing a fiddle Make a fiddle by following the steps and procedure highlighted Enjoy making a fiddle	Learners to identify safety measures observed when making a fiddle Learners are guided in groups to Make a fiddle by following the steps and procedure highlighted in learners’ book	What are the steps followed when making a fiddle?	Flash cards Musical instruments Sample recorded Songs Digital devices *Grade 6 KLB visionary Music Learners book page 54-55*	Written Quizzes Oral questions Performance
	2		Playing in an instrumental group	By the end of the sub strand, the learner should be able to: Choose an instrument of choice and play accompanying a folk song in a group Discuss reasons for the choice of instrument. Have fun practicing playing the chosen instrument	Learners to decide as a group the tunes to play on the wind and string instruments and the rhythms to play on the percussion instruments.	Which string instrument can you play?	Flash cards Sample recorded Songs Musical instruments Digital devices *Grade 6 KLB visionary Music Learners book page 55*	Written Quizzes Checklists Oral questions performance
	3	REVISION
10	END TERM ASSESSMENT

Published in Grade 6 Schemes of Work Term 1 2023

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Tuesday, 15 November 2022 09:04

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

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

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

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

Published in Grade 6 Schemes of Work Term 1 2023

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Tuesday, 15 November 2022 08:48

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

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

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

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

Published in Grade 6 Schemes of Work Term 1 2023

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Monday, 14 November 2022 13:54

Grade 6 Storymoja Know More Agriculture - Grade 6 Schemes of Work Term 1 2023

GRADE 6 STORYMOJA KNOW MORE AGRICULTURE
SCHEMES OF WORK TERM 1 2023

SCHOOL	GRADE	LEARNING AREA	TERM	YEAR
	GRADE 6	AGRICULTURE	1	2023

W *eek*	*Lesso* n	*Strand* */Theme*	*Sub-strand*	*Specific-Learning outcomes*	*Key Inquiry* *Question(S)*	*Learning/ Teaching Experience*	*Learning* *Resources*	*Assessment* *Methods*	*Reflection*
1	1	*Conserving our environment*	Soil erosion control; Meaning of soil erosion in the environment	By the end of the sub-strand, the learner should be able to: Define the meaning of soil erosion. Discuss how each type of erosion occurs (splash, sheet, rill and gulley erosion) Appreciate the importance of protecting soil from erosion.	What is the meaning of soil erosion? Why should we protect soil from erosion?	Learners are guided to define the meaning of soil erosion. In groups, learners are guided to Discuss how each type of erosion occurs (splash, sheet, rill and gulley erosion)	Video clips Realia Pictures Charts Realia Computing devices Digital devices Story Moja; Know More; Agriculture Learner’s Book Grade 6 pg. 1-2	Oral questions Oral Report Observation
	2	*Conserving our environment*	Identifying types of soil erosion in the environment	By the end of the sub-strand, the learner should be able to: Identify types of soil erosion in the environment. Take a tour around the school compound or neighborhood and use digital devices to take pictures of the identified eroded sites. Have fun and enjoy taking a tour around the school compound and neighborhood.	Which are the four main types of soil erosion?	Learners are guided to identify types of soil erosion in the environment. In groups, learners are guided to take a tour around the school compound or neighborhood and use digital devices to take pictures of the identified eroded sites.	Video clips Realia Pictures Charts Realia Computing devices Digital devices Story Moja; Know More; Agriculture Learner’s Book Grade 6 pg. 3	Oral questions Oral Report Observation
	3	*Conserving our environment*	Demonstrate splash and sheet erosion	By the end of the sub-strand, the learner should be able to: State the difference between splash and sheet erosion. Demonstrate splash and sheet erosion. Have fun and enjoy experimenting splash and sheet erosion.	What is the difference between splash and sheet erosion?	In groups, learners are guided to watch a video clip on splash and sheet erosion. Learners are guided to state the difference between splash and sheet erosion. In groups, learners are guided to demonstrate splash and sheet erosion.	Water Soil samples Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 4-5	Oral questions Oral Report Observation
2	1	*Conserving our environment*	Demonstrate rill and gulley erosion	By the end of the sub-strand, the learner should be able to: State the difference between rill and gulley erosion. Demonstrate rill and gulley erosion. Have fun and enjoy experimenting rill and gulley erosion.	What is the difference between rill and gulley erosion?	In groups, learners are guided to watch a video clip on rill and gulley erosion. Learners are guided to state the difference between rill and gulley erosion. In groups, learners are guided to demonstrate rill and gulley erosion.	Water Soil samples Shovel Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 5-6	Oral questions Oral Report Observation
	2	*Conserving our environment*	How to control splash and sheet erosion	By the end of the sub-strand, the learner should be able to: Brainstorm how to control splash and sheet erosion. Discuss how rill and gulley erosion can be controlled in the school environment or neighborhood. Appreciate the activities that help to control soil erosion.	Why is it important to cover the soil with grass or leaves? How can you help the community to control soil erosion?	In groups, learners are guided to brainstorm how to control splash and sheet erosion. In groups, learners are guided to discuss how rill and gulley erosion can be controlled in the school environment or neighborhood.	Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 6-7	Oral questions Oral Report Observation
	3	*Conserving our environment*	Controlling soil erosion within the school or community	By the end of the sub-strand, the learner should be able to: Identify the methods he/she can use to control soil erosion in the environment. Plant tree seedlings on a particular site in the school or the community that has been eroded. Have fun and enjoy planting trees.	What are the ways of controlling soil erosion? What can the community do to prevent soil erosion?	In groups, learners are guided to plant tree seedlings on a particular site in the school or the community that has been eroded (Remember to water the trees regularly)	Seedlings Jerricans Slashers Jembes Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 7-9	Oral questions Oral Report Observation
3	1	*Conserving our environment*	Water conservation; Types of seedbeds	By the end of the sub-strand, the learner should be able to: Define the meaning of conserving moisture. Share experiences on types of seedbeds that conserve moisture. Enjoy reading the story about Maisha Bora village.	What is the meaning of conserving moisture?	Learners are guided to define the meaning of conserving moisture. Learners are guided to define the meaning of sunken bed and shallow pits. In groups, learners are guided to share experiences on types of seedbeds that conserve moisture. Learners are guided to read the story and discuss the questions that follow about Maisha Bora village.	Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 10-11	Oral questions Oral Report Observation
	2	*Conserving our environment*	Identify types of seedbeds that conserve soil moisture	By the end of the sub-strand, the learner should be able to: Identify types of seedbeds that conserve soil moisture. Prepare shallow pits and sunken beds. Appreciate types of seedbeds that conserve moisture.	How do sunken beds and shallow pits conserve moisture? What will happen to plants and animals if soil moisture is not conserved?	Learners are guided to identify types of seedbeds that conserve soil moisture. In groups, learners are guided to prepare shallow pits and sunken beds.	Seedlings Gloves Gumboots Rakes Jembes Video clips Realia Pictures Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 12-13	Oral questions Oral Report Observation
	3	*Conserving our environment*	Importance of conserving soil moisture	By the end of the sub-strand, the learner should be able to: State the importance of conserving soil moisture. Compose songs, poems or verses on methods of soil moisture conservation. Appreciate the importance of conserving soil moisture.	What are the benefits of conserving moisture in the soil?	Learners are guided to state the importance of conserving soil moisture. In groups, learners are guided to compose songs, poems or verses on methods of soil moisture conservation. In groups, learners are guided to visit a nearby farm to observe methods that conserve moisture and take photographs showing how soil moisture can be conserved in farming.	Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 13-14	Oral questions Oral Report Observation
4	1	*Conserving our environment*	Living better with wild animals; Deterrents for wild animals	By the end of the sub-strand, the learner should be able to: Identify deterrents that keep off wild animals. Match each picture of deterrent and the name of the deterrent. Appreciate types of deterrents.	Why is it important to stop small wild animals from destroying crops without killing them?	Learners are guided to identify deterrents that keep off wild animals. Learners are guided to match each picture of deterrent and the name of the deterrent.	Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 15-16	Oral questions Oral Report Observation
	2	*Conserving our environment*	Establish deterrents to keep off wild animals	By the end of the sub-strand, the learner should be able to: Read the story about Mwangaza area and discuss the questions that follow. Watch a video or listen to a resource person about safe methods of keeping off wild animals from destroying crops and harming domestic animals. Appreciate the importance of deterrents to keep off wild animals.	What did you learn from the story?	In pairs, learners are guided to read the story about Mwangaza area and discuss the questions that follow. In pairs, learners are guided to watch a video or listen to a resource person about safe methods of keeping off wild animals from destroying crops and harming domestic animals.	Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 16-20	Oral questions Oral Report Observation
	3	*Conserving our environment*	Making presentations	By the end of the sub-strand, the learner should be able to: Compile photographs and pictures of deterrents that keep wild animals from destroying crops and harming domestic animals. Make a presentation using projector or display the printed photographs. Have fun and enjoy making a presentation.	How to make a presentation about deterrents?	Learners are guided to compile photographs and pictures of deterrents that keep wild animals from destroying crops and harming domestic animals. Learners are guided to make a presentation using projector or display the printed photographs.	Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 20-21	Oral questions Oral Report Observation
5	1	*Conserving our environment*	Establishing deterrents	By the end of the sub-strand, the learner should be able to: Discuss small wild animals that can be controlled using different types of deterrents. Identify an area around the school compound or community where small wild animals destroy crops or harm domestic animals. Appreciate different types of deterrents.	Which small wild animals can be controlled using various deterrents? What would happen if small wild animals are not controlled?	In groups, learners are guided to discuss small wild animals that can be controlled using different types of deterrents. In groups, learners are guided to identify an area around the school compound or community where small wild animals destroy crops or harm domestic animals.	Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 21	Oral questions Oral Report Observation
	2	*Conserving our environment*	Innovative sound device	By the end of the sub-strand, the learner should be able to: List the materials needed to make an innovative sound device. Construct an innovative sound device. Have fun and enjoy constructing an innovative sound device.	How can we construct an innovative sound device?	Learners are guided to list the materials needed to make an innovative sound device. Learners are guided to outline the steps to follow to construct an innovative sound device. In groups, learners are guided to construct an innovative sound device.	Metallic tins Pieces of wire Metallic rods/old spoons Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 22	Oral questions Oral Report Observation
	3	*Conserving our environment*	Scarecrow	By the end of the sub-strand, the learner should be able to: Outline the steps to follow when constructing a scarecrow. Construct a scarecrow using sticks and old metallic tins. Have fun and enjoy constructing a scarecrow.	How is a scarecrow constructed?	Learners are guided to list the materials needed to construct a scarecrow. Learners are guided to outline the steps to follow when constructing a scarecrow. In groups, learners are guided to construct a scarecrow using sticks and old metallic tins.	Tins Sticks Wires Video clips Realia Pictures Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 22-23	Oral questions Oral Report Observation
6	1	*Conserving our environment*	Barbed wire fence	By the end of the sub-strand, the learner should be able to: Outline the steps to follow when constructing a barbed wire fence. Construct a barbed wire fence. Appreciate the importance of a barbed wire fence.	How do we construct a barbed wire fence?	Learners are guided to list the materials needed to construct a barbed wire fence. Learners are guided to outline the steps to follow when constructing a barbed wire fence. In groups, learners are guided to construct a barbed wire fence	Barbed wire Posts Nails Video clips Realia Pictures Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 23-24	Oral questions Oral Report Observation
	2	*Conserving our environment*	Thorny fence	By the end of the sub-strand, the learner should be able to: Identify and select thorny plants to establish. Establish and water the plants every day until they mature to form a thorny fence. Appreciate the plants that create a thorny fence.	What is a thorny fence? How to create a thorny fence?	Learners are guided to identify and select thorny plants to establish. In groups, learners are guided to establish and water the plants every day until they mature to form a thorny fence.	Seedlings Jembes Water Video clips Realia Pictures Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 24-25	Oral questions Oral Report Observation
	3	*Conserving our environment*	A safe trap	By the end of the sub-strand, the learner should be able to: Outline the steps to follow when constructing a safe trap for wild animals. Construct a safe trap for wild animals. Have fun and enjoy constructing a safe trap for wild animals	How is a safe trap for small wild animals constructed?	Learners are guided to list the materials needed to construct a safe trap for wild animals. Learners are guided to outline the steps to follow when constructing a safe trap for wild animals. In groups, learners are guided to construct a safe trap for wild animals	Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 25-26	Oral questions Oral Report Observation
7	1	*Conserving our environment*		By the end of the sub-strand, the learner should be able to: Identify the creeping crops in the environment. Discuss the features of the creeping crops he/she has observed. Appreciate the features of creeping crops.	What are creeping crops?	Learners are guided to identify the creeping crops in the environment. In groups, learners are guided to discuss the features of the creeping crops he/she has observed.	Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 27-28	Oral questions Oral Report Observation
	2	*Conserving our environment*		By the end of the sub-strand, the learner should be able to: Identify areas where he/she can obtain planting materials for establishing creeping crops. Collect planting materials for the creeping crops he/she has chosen to establish. Have fun and enjoy collecting planting materials for creeping crops.	How to collect planting materials for the creeping crops?	Learners are guided to identify areas where he/she can obtain planting materials for establishing creeping crops. In groups, learners are guided to collect planting materials for the creeping crops he/she has chosen to establish.	Seedlings Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 29	Oral questions Oral Report Observation
	3	*Conserving our environment*		By the end of the sub-strand, the learner should be able to: Name some examples of creeping crops. Prepare and establish planting materials for creeping crops. Have fun and enjoy establishing planting materials for creeping crops.	How to prepare and establish planting materials for creeping crops?	Learners are guided to name some examples of creeping crops. In groups, learners are guided to prepare and establish planting materials for creeping crops.	Water Seeds Containers Sieve sacks Jembes Manure Video clips Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 30-31	Oral questions Oral Report Observation
8	1	*Conserving our environment*		By the end of the sub-strand, the learner should be able to: Mention the ways he/she can protect young creeping crops from physical damage or excessive heat. Construct a structure (such as twig shed or net shed) that can protect the seedlings from physical damage or excessive heat. Appreciate the importance of protecting young creeping crops.	What are the ways of protecting young creeping crops from physical damage or excessive heat?	Learners are guided to mention the ways he/she can protect young creeping crops from physical damage or excessive heat. In groups, learners are guided to construct a structure (such as twig shed or net shed) that can protect the seedlings from physical damage or excessive heat.	Old nets Twigs Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 31-32	Oral questions Oral Report Observation
	2	*Conserving our environment*		By the end of the sub-strand, the learner should be able to: List the materials needed to train creeping crops. Train creeping crops that he/she planted. Appreciate the importance of training creeping crops.	How to train creeping crops?	Learners are guided to list the materials needed to train creeping crops. In groups, learners are guided to train creeping crops that he/she planted.	Nylon strings Long sticks Video clips Realia Pictures Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 32	Oral questions Oral Report Observation
	3	*Conserving our environment*		By the end of the sub-strand, the learner should be able to: State the importance of watering seedling every day. Practice watering young creeping crops using drip irrigation. Appreciate the importance of watering seedlings every day.	What is the importance of watering the seedlings every day? How to water young creeping crops using drip irrigation?	Learners are guided to state the importance of watering seedling every day. Learners are guided to list the materials needed for drip irrigation. Learners are guided to outline the steps to follow when watering young creeping crops using drip irrigation. In groups, learners are guided to practice watering young creeping crops using drip irrigation.	Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 33	Oral questions Oral Report Observation
9	1	*Conserving our environment*	Applying manure on the creeping crops	By the end of the sub-strand, the learner should be able to: Give reasons for applying manure on the creeping crops. Apply manure on the creeping crops. Appreciate the importance of applying manure on the creeping crops.	Why should we apply manure on creeping crops?	Learners are guided to give reasons for applying manure on the creeping crops. In groups, learners are guided to apply manure on the creeping crops.	Manure Shovels Empty sacks/old buckets/wheelbarrows Video clips Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 33-34	Oral questions Oral Report Observation
	2	*Conserving our environment*	Weeding	By the end of the sub-strand, the learner should be able to: Define the meaning of weeding. Demonstrate and practice weeding of the creeping crops he/she planted. Appreciate the importance of weeding.	What is weeding? Why is weeding important to growing plants?	Learners are guided to define the meaning of weeding. Learners are guided to state the importance of weeding. In groups, learners are guided to demonstrate and practice weeding of the creeping crops he/she planted.	Jembes Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 34	Oral questions Oral Report Observation
	3	*Conserving our environment*	Growing creeping crops in the community	By the end of the sub-strand, the learner should be able to: State the importance of creeping crops. Recite a poem on the importance of creeping crops. Appreciate the importance of creeping crops.	Why are creeping crops important?	Learners are guided to state the importance of creeping crops. In groups, learners are guided to recite a poem on the importance of creeping crops In groups, learners are guided to develop a demonstration plots for creeping crops in his/her school	Jembes Seeds Water Organic manure Video clips Realia Pictures Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 35-36	Oral questions Oral Report Observation
10		o END TERM ASSESSMENT

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Monday, 14 November 2022 13:34

Grade 6 Oxford Growing in Christ CRE - Grade 6 Schemes of Work Term 1 2023

GRADE 6 OXFORD GROWING IN CHRIST CRE
SCHEMES OF WORK TERM 1 2023

SCHOOL	GRADE	LEARNING AREA	TERM	YEAR
	6	CRE	1	2023

Week	Lesson	Strand	Sub strand	Specific learning outcomes	Learning experiences	Key inquiry questions	Learning resources	assessment	Remarks
1	1	CREATION	My purpose	By the end of the sub strand, the learner should be able to: Define talent Name the different talents and abilities they posses Showcase own talent and abilities	Learners to brainstorm in small groups, the talents they posses Learners are guided in groups to showcase talent and abilities	What is talent?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 1-2	Written Quizzes Checklists, Oral questions
	2		The teaching of the bible on the use of talents and abilities	By the end of the sub strand, the learner should be able to: Read exodus 31;3 Discuss who give us our talents and abilities Explain how our different body parts work together Use our talents and abilities to do good	Learners to brainstorm in small groups, who give us our talents Learners to discuss how our different body parts work together	How do we use our talents to help others?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 2-3	Written Quizzes Checklists, Oral questions
	3		Values young people can use to nurture talents and abilities	By the end of the sub strand, the learner should be able to: Identify values that can help nurture talents Discuss how we can benefit from our talents Role play how we can use our talents Appreciate importance of values	Learners to Discuss how we can benefit from our talents Learners in groups to be guide to Role play how we can use our talents	How can we use our talents and abilities to our benefit?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 3-5	Written Quizzes Checklists, Oral questions
2	1		Identify the benefits of serving others using our talents	By the end of the sub strand, the learner should be able to: Explain the benefit of using own talents and abilities Write a story about a person a talented person they know who uses their talent to help other Appreciate using own talents to help others	Learners to the benefit of using own talents and abilities Learners to Write a story about a person a talented person they know who uses their talent to help other	Can we help others with our talents?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 5-8	Written Quizzes Checklists Oral questions
	2		Marriage and family	By the end of the sub strand, the learner should be able to: Define marriage Explain how a family is formed Discuss why marriage is meant for adults Read Genesis 2;20-24 Appreciate marriage as an example of Christian living	Learners in groups to read Genesis 2;20-24 Learners to discuss why God named the mans companion woman	What is marriage?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 9-10	Written Quizzes Checklists Oral questions
	3		Type of marriage	By the end of the sub strand, the learner should be able to: Discuss types of marriages Outline the difference between customary and civil marriages Dramatize a religious marriage Appreciate all types of marriages	Learners to be guided in groups to use digital device connected with internet to do a search on types of marriages Learners to make a list of persons that make up their nuclear and extended families	How many types of marriages are there?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 11-12	Written Quizzes Checklists Oral questions
3	1		Reasons for discouraging early marriages	By the end of the sub strand, the learner should be able to: Identify causes of early marriages State effects of early marriages Compose a song against early marriages Create a campaign against early marriages	Learners to be guided in groups to identify causes of early marriages Learners to discuss why early marriages should be discouraged	Why should we discourage early marriages?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 13-16	Written Quizzes Checklists Oral questions
	2		Gods rest	By the end of the sub strand, the learner should be able to: Define the term leisure Explain how they spend their free time Explain the difference between passive and active leisure activities Dramatize spending leisure time Appreciate leisure time by doing good	Learners to brainstorm passive and active leisure activities Learners to list leisure activities that they participate in	What is leisure?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 17-18	Written Quizzes Checklists Oral questions
	3		Bible teaching on Gods rest	By the end of the sub strand, the learner should be able to: Discuss what the bible says about rest Read Genesis 2;1-3 List meaningful activities one should engage during leisure time Have fun spending leisure time responsibly	Learners to discuss what the bible teaches us on the use leisure time Learners to read 1 Timothy 5;13 and discuss why would we say Gods rest was a form of leisure	Why should we use our free time weel?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 18-20	Written Quizzes Checklists Oral questions
4	1		Values that help Christians to use leisure time properly	By the end of the sub strand, the learner should be able to: identify values that can help us to use our leisure time properly watch a video of people spending leisure time appreciate good values when we use our leisure time properly	Learners to brainstorm in small groups, identify values that help us to use our leisure time properly Learners to identify ways in which people in a video clip spend their leisure time	How do you spend leisure time?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 20-21	Written Quizzes Checklists Oral questions
	2		Inappropriate ways of using leisure time	By the end of the sub strand, the learner should be able to: Discuss how people use leisure time in the wrong ways that are harmful to them and others Role play some of the ways in which you can avoid the inappropriate ways of leisure time Have fun spending leisure time appropriately	Learners to brainstorm in small groups, Discuss how people use leisure time in the wrong ways that are harmful to them and others Learners to Role play some of the ways in which you can avoid the inappropriate ways of leisure time	How can one use leisure time inappropriatey?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 21-22	Written Quizzes Checklists Oral questions
	3		Revision	By the end of the sub strand, the learner should be able to: Answer questions at the end of the strand correctly	Answer questions at the end of the strand correctly		Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 22-23	Written Quizzes Checklists Oral questions
5	1	THE BIBLE	The bible as the inspired word of God	By the end of the sub strand, the learner should be able to: Read a conversation between Neem and her grandmother on leaners book Discuss reasons why the bible is the inspired word of God. Explain why the bible is the inspired word of God Compose and sing a song about the bible	Learners to Compose and sing a song about the bible Learners to Discuss reasons why the bible is the inspired word of God.	Why do we say that the bible is inspired word of God?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 24-26	Written Quizzes Checklists Oral questions
	2		The authors who were inspired to write the old and New Testament and the books they wrote	By the end of the sub strand, the learner should be able to: Identify authors of the bible and the books they wrote write down the two parts of the bible appreciate the work done by the authors of bible books	Learners to write down the two parts of the bible Learners to search on the internet for book or books written by Mathew,mark,jude,luke ,Paul etc	Who is an author?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 26-28	Written Quizzes Checklists Oral questions
	3		Reasons for translation of the Bible into local languages	By the end of the sub strand, the learner should be able to: Discuss the reasons that led to the translation of the bible into local languages Identify names of the bible in different local languages Appreciate reading the bible in local dialect	With the guidance of the teacher learners to use digital device connected to internet to search for reasons that led to translation of the bible to local languages	Why was the bible translated to local languages?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 29	Written Quizzes Checklists Oral questions
6	1		Advantages of translating the bible into local languages	By the end of the sub strand, the learner should be able to: Discuss advantages of translating the bible form English to Kiswahili Dramatize preaching with a translator Appreciate reading the bible in our local languages	Learners to brainstorm in small groups, discuss what could have happened if the bible was not translated into local languages	What are importance of bible translation?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 30-33	Written Quizzes Checklists Oral questions
	2		The ten commandments	By the end of the sub strand, the learner should be able to: Define commandment Read Exodus 20;3-17 Identify the commandments Explain importance of rules in the society draw stone tablets and write the commandments on them dramatize Moses receiving the commandments from God Desire to follow all the commandments	With guidance of a teacher ,learners to watch a video clip o mosses giving the Israelites the ten commandments	What is acommandment?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 34-35	Written Quizzes Checklists Oral questions
	3		Identifying how the ten commandments improve our relationship with God and others	By the end of the sub strand, the learner should be able to: Identify and explain how commandments improve our relationship with God and others Practice following the ten commandments to improve our relationship with God and others Appreciate the ten commandments to improve our relationship with God and others	Learners to brainstorm in small groups, discuss how commandments improve our relationship with God and others	How does the commandments improve our relationship with God and others?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 36	Written Quizzes Checklists, Oral questions
7	1		Values and skills in the ten commandments that enhance Christian living	By the end of the sub strand, the learner should be able to: Discuss how values help us to have a good relationship with God Use skills from ten commandments to live a life that pleases God Appreciate the ten commandments by displaying self-control in our daily lives	Learners to brainstorm in small groups, discuss how values help us to have a good relationship with God Learners to use skills from ten commandments to live a life that pleases God	What skill can you acquire in the ten commandments?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 37-38	Written Quizzes Checklists Oral questions
	2		Lessons Christians learn from the ten commandments	By the end of the sub strand, the learner should be able to: Discuss lessons that Christians learn from the ten commandments Compose and recite a poem on the ten commandments Make posters with messages on importance of obeying the ten commandments Have fun following the ten commandments to live in peace and harmony	Learners to discuss in small groups, lessons that Christians learn from the ten commandments Learners in groups to Make posters with messages on importance of obeying the ten commandments	What lesson can you learn from the ten commandments?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 38-41	Written Quizzes Checklists Oral questions
	3		Revision	By the end of the sub strand, the learner should be able to: Answer questions at the end of the sub-strand correctly	Answer questions at the end of the sub -strand		Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 42	Written Quizzes Checklists Oral questions
8	1		Bible stories	By the end of the sub strand, the learner should be able to: Discuss where did samson meet with philistines Identify the qualities displayed by samson Read Judges 15;14-17 Appreciate the good qualities from samson by emulating them in daily life	Learners to discuss who helped samson kill the lion Learners in group brainstorm about the story of samson	What did samson do?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 43-45	Written Quizzes Checklists Oral questions
	2		Ways in which Christians depend on God’s power to overcome challenges	By the end of the sub strand, the learner should be able to: Identify challenges Samwell faced Discuss reasons for depending on God’s power Recite the poem on leaners book about depending on God Have fun doing good while depending on God’s power	Learners in small groups to inquire form one another the times that they have depended on God’s power to overcome challenges	What challenges did Samwell face?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 45-48	Written Quizzes Checklists Oral questions
	3		Faith in God-Elisha recovered an axe-head as assign of his faith in God	By the end of the sub strand, the learner should be able to: Discuss challenges that the prophets were facing Read 2 kings 6;1-7 Identify lessons we can learn from the story of Elisha Watch a video clip of Elisha recovering an axe-head Appreciate importance of having faith in God	In groups learners to discuss the challenges they face in life and how they deal with them	Why did Elisha recover the axe-head for the prophets?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 49-51	Written Quizzes Checklists Oral questions
9	1		Ways in which Christians apply their faith in God in their daily lives	By the end of the sub strand, the learner should be able to: Discuss ways in which Christians apply faith in their lives Narrate stories in their lives when they had faith in God to help them overcome challenges Desire to always have faith in God	Learners to discuss ways in which Christians apply faith in their lives	Why should we have faith in God?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 51-54	Written Quizzes Checklists Oral questions
	2		Determination -lessons learnt from the story of Jacob wrestling God	By the end of the sub strand, the learner should be able to: Discuss the lessons learnt from the story of Jacob wrestling God Narrate the story of Jacob wrestling with God Appreciate importance of determination in our daily lives	with guidance of a teacher learners to watch a video clip of Jacob wrestling God from a digital device	What is determination?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 55-57	Written Quizzes Checklists Oral questions
	3		Values learnt from the story of Jacob	By the end of the sub strand, the learner should be able to: Identity values learnt from the story of Jacob Apply lessons learnt from the story of Jacob in our daily lives Compose a song about persistence	Learners to discuss challenges they go through at school Discuss ways in which they can one can deal with disappointments and discouragements	What lesson can one learn from the story of Jacob?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 57-60	Written Quizzes Checklists Oral questions
10	END TERM ASSESSMENT

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Monday, 14 November 2022 13:10

Grade 6 JKF Nyota Kiswahili - Grade 6 Schemes of Work Term 1 2023

GRADE 6 JKF NYOTA KISWAHILI
SCHEMES OF WORK TERM 1 2023

SHULE	GREDI	ENEO LA KUJIFUNZA	MUHULA	MWAKA
	GREDI 6	KISWAHILI	1	2023

Wiki	Kipindi	*Mada kuu*	Mada ndogo	Matokeo maalum yanayotarajiwa	Shughuli za ujifunzaji	Maswali dadasi	Nyenzo	Mapendekezo ya tathmini	Maoni
1	1	*Viungo vya mwili vya ndani*	Kusikiliza na kuzungumza; Matamshi bora: Silabi na vitanzandimi: Sauti /d/ na /nd/	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutambua silabi zinazotokana na sauti zinazokaribiana katika maneno (/d/ na /nd/) Kutamka vitanzandimi vinavyoundwa kwa silabi za sauti zinazokaribiana kimatamshi (/d/ na /nd/) Kufurahia kutunga vitanzandimi zenye silabi /d/ na /nd/	Mwanafunzi aweze kutambua silabi zinazotokana na sauti zinazokaribiana katika maneno (/d/ na /nd/ Mwanafunzi aweze kusikiliza sauti lengwa zikitamkwa kutoka kwa vifaa vya kiteknolojia k.v rununu na kinasasauti Mwanafunzi aweze kutamka silabi lengwa na vitanza ndimi akiwa pekeake, wakiwa wawili au katika vikundi.	Ni silabi zipi zinazoundwa katika vitanzandimi ulivyokariri? Je, ni silabi zipi zinazorudiwa katika vitanza ndimi unavyounda?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 1-2*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	2	*Viungo vya mwili vya ndani*	Sarufi; Aina za maneno: Vivumishi vya sifa	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza maana ya vivumishi vya sifa. Kutambua vivumishi vya sifa vinavyochukua viambishi awali. Kuchangamkia kutumia vivumishi vya sifa katika utungaji wa sentensi.	Mwanafunzi aweze kueleza maana ya vivumishi vya sifa. Mwanafunzi aweze kutambua vivumishi vya sifa vinavyochukua viambishi awali (k.v mzuri, mkubwa, kidogo) Mwanafunzi aweze kutambua vivumishi vya sifa kwenye sentensi au vifungu.	Vivumishi vya sifa zinahusu nini? Je, ni vivumishi vya sifa zipi unazozijua?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 2-4*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	3	*Viungo vya mwili vya ndani*	Sarufi; Aina za maneno: Vivumishi vya sifa	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutambua vivumishi vya sifa visivyochukua viambishi awali. Kuandika vivumishi vya sifa visivyochukua viambishi awali kwa kutumia tarakilishi. Kuchangamkia matumizi ya vivumishi vya sifa katika mawasiliano ya kila siku.	Mwanafunzi aweze kueleza maana ya vivumishi vya sifa kwa kutumia vitu au watu katika mazingira yake. Mwanafunzi aweze kutambua vivumishi vya sifa visivyochukua viambishi awali. Mwanafunzi aweze kuandika vivumishi vya sifa visivyochukua viambishi awali kwa kutumia tarakilishi katika vikundi.	Je, vivumishi vya sifa visivyochukua viambishi awali ni gani?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 10-11*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	4	*Viungo vya mwili vya ndani*	Kusoma; Kusoma kwa ufahamu: Biashara haramu ya viungo	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kusoma kifungu kwa kuzingatia ujumbe matukio na wahusika. Kutunga sentensi kutumia msamiati aliojifunza kwenye kifungu. Kufurahia kutoa mukhtasari wa kifungu hicho.	Mwanafunzi aweze kusoma kifungu kwa kuzingatia ujumbe matukio na wahusika. Mwanafunzi aweze kushiriki katika vikundi kujadili na kutumia msamiati lengwa katika sentensi.	Je, Biashara haramu ni gani? Vifaa vya kidijitali vina umuhimu gani?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 5-7*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
2	1	*Viungo vya mwili vya ndani*	Kuandika; Insha ya wasifu	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutambua insha wasifu kwa kuzingatia mtindo na muundo wake. Kuandika insha ya wasifu kwa ubunifu ili kujenga maelezo yenye kutoa picha dhahiri. Kuchangamkia utunzi mzuri wenye ujumbe mahususi.	Mwanafunzi aweze kutambua insha wasifu kwa kuzingatia mtindo na muundo wake. Mwanafunzi aweze kutumia methali, tashbihi na nahau zinazofaa ili kuipamba insha yake. Mwanafunzi aweze kutilia maanani anwani, mtiririko wa mawazo, mwandiko safi na kanuni za lugha aandikapo insha ya wasifu. Mwanafunzi aweze kuandika insha ya wasifu kwa ubunifu ili kujenga maelezo yenye kutoa picha dhahiri.	Insha ya wasifu ni gani?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 7-8*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	2	*Viungo vya mwili vya ndani*	Kusikiliza na kuzungumza; Matamshi bora: Silabi na vitanzandimi: Sauti /ch/ na /sh/	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutambua silabi zinazotokana na sauti zinazokaribiana katika maneno (/ch/ na /sh/) Kutamka vitanzandimi vinavyoundwa kwa silabi za sauti zinazokaribiana kimatamshi (/ch/ na /nd/) Kuchangamkia kukariri vitanzandimi vinavyoundwa kwa silabi za sauti zinazokaribiana kimatamshi /ch/ na /sh/	Mwanafunzi aweze kutambua silabi zinazotokana na sauti zinazokaribiana katika maneno (/ch/ na /sh/) Mwanafunzi aweze kutamka vitanzandimi vinavyoundwa kwa silabi za sauti zinazokaribiana kimatamshi (/ch/ na /nd/) Mwanafunzi aweze kutambua maneno yenye silabi za sauti /ch/ na /sh/ katika mchoro wa viungo vya mwili vya ndani katika vikundi.	Ni silabi zipi zinazoundwa katika vitanzandimi ulivyokariri? Je, ni silabi zipi zinazorudiwa katika vitanza ndimi unavyounda?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 8-9*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	3	*Viungo vya mwili vya ndani*	Kusoma; Kusoma kwa ufahamu: Umuhimu wa viungo vya mwili vya ndani	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kusoma kifungu kwa kuzingatia ujumbe matukio na wahusika. Kutambua msamiati wa suala lengwa uliotumika katika kifungu ili kuimarisha ufahamu. Kujenga mazoea ya usomaji bora katika maisha ya kila siku.	Mwanafunzi aweze kusoma kifungu kwa kuzingatia ujumbe matukio na wahusika. Mwanafunzi aweze kutambua msamiati wa suala lengwa uliotumika katika kifungu ili kuimarisha ufahamu wakiwa wawiliwawili au katika vikundi. Mwanafunzi aweze kujibu maswali yanayotokana na kifungu ipasavyo.	Kusoma kuhusu viungo vya mwili vya ndani vina umuhimu gani? Je, viungo vya mwili vya ndani zina umuhimu gani?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 11-13*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	4	*Viungo vya mwili vya ndani*	Sarufi; Aina za Maneno: Vivumishi viashiria	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza maana ya vivumishi viashiria. Kutambua vivumishi viashiria katika sentensi. Kuchangamkia kutumia vivumishi viashiria katika utungaji wa sentensi	Mwanafunzi aweze kueleza maana ya vivumishi viashiria kwa kutaja vitu vilivyo karibu, mbali kidogo na mbali kabisa katika vikundi. Mwanafunzi aweze kutambua vivumishi viashiria katika sentensi kwenye vitabu, tarakilishi, chati kwa kuzipigia mstari au kukoleza rangi.	Je, Vivumishi viashiria vinahusu nini? Je, ni vivumishi viashiria zipi unazozijua?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 13-14*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
3	1	*Viungo vya mwili vya ndani*	Sarufi; Aina za Maneno: Vivumishi viashiria	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza na kutaja vivumishi viashiria mbalimbali. Kutambua vivumishi viashiria, aviburure na kuvitia kapuni. Kuchangamkia matumizi ya vivumishi viashiria katika mawasiliano ya kila siku.	Mwanafunzi aweze kueleza na kutaja vivumishi viashiria mbalimbali. Mwanafunzi aweze kutambua vivumishi viashiria, kuviburura na kuvitia kapuni.	Je, ni vivumishi viashiria zipi unazozijua?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 16-17*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	2	*Viungo vya mwili vya ndani*	Kusikiliza na kuzungumza; Matamshi bora: Silabi na vitanzandimi: Sauti /j/ na /nj/	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutambua silabi zinazotokana na sauti zinazokaribiana katika maneno (/j/ na /nj/) Kutamka vitanzandimi vinavyoundwa kwa silabi za sauti zinazokaribiana kimatamshi (/j/ na /nj/) Kufurahia kutunga vitanzandimi zenye silabi /j/ na /nj/	Mwanafunzi aweze kutambua silabi zinazotokana na sauti zinazokaribiana katika maneno (/j/ na /nj/ Mwanafunzi aweze kusikiliza sauti lengwa zikitamkwa kutoka kwa vifaa vya kiteknolojia k.v tarakilishi Mwanafunzi aweze kutamka silabi lengwa na vitanza ndimi akiwa pekeake, wakiwa wawili au katika vikundi.	Ni silabi zipi zinazoundwa katika vitanzandimi ulivyokariri? Je, ni silabi zipi zinazorudiwa katika vitanza ndimi unavyounda?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 15-16*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	3	*Viungo vya mwili vya ndani*	Sarufi; Aina za Maneno; Vivumishi vimilikishi	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza maana ya vivumishi vimilikishi. Kutambua vivumishi vimilikishi katika sentensi kwa kuigiza umiliki wa vitu mbalimbali. Kuchangamkia kutumia vivumishi vimilikishi katika utungaji wa sentensi.	Mwanafunzi aweze kueleza maana ya vivumishi vimilikishi. Mwanafunzi aweze kutambua vivumishi vimilikishi katika sentensi kwa kuigiza umiliki wa vitu mbalimbali wakiwa wawiliwawili. Mwanafunzi aweze kujaza jedwali kutumia vimilikishi katika nafsi I, nafsi II na nafsi III katika vikundi	Vivumishi vimilikishi vinahusu nini?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 18-20*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	4	*Viungo vya mwili vya ndani*	Sarufi; Aina za Maneno; Vivumishi vimilikishi	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kuandika sentensi akitumia vivumishi vimilikishi na nomino. Kutambua vivumishi vimilikishi kati ya orodha alizopewa katika tarakilishi, aviburure na kuvitia kapuni. Kuonea fahari matumizi ya vivumishi vimilikishi katika mawasiliano.	Mwanafunzi aweze kuandika sentensi akitumia vivumishi vimilikishi na nomino. Mwanafunzi aweze kutambua vivumishi vimilikishi kati ya orodha alizopewa katika tarakilishi, aviburure na kuvitia kapuni. Mwanafunzi aweze kujaza pengo kwa kimilikishi sahihi kati ya vile alivyopewa.	Je, ni vivumishi vimilikishi zipi unazozijua?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 22-23*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
4	1	*Viungo vya mwili vya ndani*	Kusikiliza na kuzungumza; Matamshi bora: Silabi na vitanzandimi: Sauti /g/ na /ng/	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutambua silabi zinazotokana na sauti zinazokaribiana katika maneno (/g/ na /ng/) Kutamka vitanzandimi vinavyoundwa kwa silabi za sauti zinazokaribiana kimatamshi (/g/ na /ng/) Kuchangamkia kukariri vitanzandimi vinavyoundwa kwa silabi za sauti zinazokaribiana kimatamshi /g/ na /ng/	Mwanafunzi aweze kutambua silabi zinazotokana na sauti zinazokaribiana katika maneno (/g/ na /ng/ Mwanafunzi aweze kusikiliza sauti lengwa zikitamkwa kutoka kwa vifaa vya kiteknolojia k.v tarakilishi Mwanafunzi aweze kutamka silabi lengwa na vitanza ndimi akiwa pekeake, wakiwa wawili au katika vikundi.	Ni silabi zipi zinazoundwa katika vitanzandimi ulivyokariri? Je, ni silabi zipi zinazorudiwa katika vitanza ndimi unavyounda?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 20-22*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	2	*Michezo*	Kusikiliza na kuzungumza; Maamkuzi na maagano: Maamkuzi	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutambua aina mbalimbali za maamkuzi katika mawasiliano. Kuigiza maamkuzi mbalimbali. Kuchangamkia maamkuzi katika mahusiano.	Mwanafunzi aweze kueleza maana ya maamkuzi. Mwanafunzi aweze kutambua aina mbalimbali za maamkuzi katika mawasiliano katika vikundi. Mwanafunzi aweze kujadili umuhimu wa maamkuzi wakiwa wawiliwawili. Mwanafunzi aweze kuigiza maamkuzi mbalimbali.	Je, watu husalimiana vipi katika jamii?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 24-25*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	3	*Michezo*	Sarufi; Aina za Maneno; Vivumishi vya idadi kamili	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza maana ya vivumishi vya idadi. Kutambua vivumishi vya idadi kamili katika tarakilishi, kapu la maneno au mti wa maneno (k.v nne, tano, sita) Kuchangamkia kutumia vivumishi idadi kamili katika utungaji wa sentensi.	Mwanafunzi aweze kueleza maana ya vivumishi vya idadi. Mwanafunzi aweze kutambua vivumishi vya idadi kamili katika tarakilishi, kapu la maneno au mti wa maneno (k.v nne, tano, sita) akiwa katika vikundi.	Je, vivumishi vya idadi ni zipi? Je, vivumishi vya idadi kamili ni zipi?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 25-27*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	4	*Michezo*	Sarufi; Aina za Maneno; Vivumishi vya idadi ya jumla	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza vivumishi vya idadi isiyo kamili kwa kutumia vitu katika mazingira ya darasani. Kutambua vivumishi vya idadi ya jumla katika tarakilishi, kapu la maneno au mti wa maneno (k.v wengi, vingi, kadhaa) Kuchangamkia matumizi ya vivumishi vya idadi ya jumla katika mawasiliano ya kila siku.	Mwanafunzi aweze kueleza vivumishi vya idadi isiyo kamili kwa kutumia vitu katika mazingira ya darasani. Mwanafunzi aweze kutambua vivumishi vya idadi ya jumla katika tarakilishi, kapu la maneno au mti wa maneno (k.v wengi, vingi, kadhaa) Mwanafunzi aweze kuandika sentensi akitumia idadi isiyodhihirika.	Je, vivumishi vya idadi ya jumla ni zipi?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 32-33*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
5	1	*Michezo*	Kusoma; Matumizi ya kamusi: Mashindano ya mashua	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kusoma kifungu ‘Mashindano ya mashua’ Kutumia kamusi halisi au ya mtandaoni kutafuta maana na matumizi ya msamiati mpya aliousoma katika kifungu. Kuchangamkia kutumia kamusi katika kukuza msamiati wake.	Mwanafunzi aweze Kusoma kifungu ‘Mashindano ya mashua’ Mwanafunzi aweze kutumia kamusi halisi au ya mtandaoni kutafuta maana na matumizi ya msamiati mpya aliousoma katika kifungu. Mwanafunzi aweze kutumia msamiati aliojifunza katika sentensi	Unatafutaje maana ya maneno kwenye kamusi? Kwa nini tunatumia kamusi?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 27-29*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	2	*Michezo*	Kuandika; Insha ya masimulizi	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutambua insha ya masimulizi kwa kurejelea vielelezo vya insha vilivyoandikwa katika magazeti au tarakilishi. Kuandika insha isiyopungua maneno 200 huku akizingatia anwani, mtiririko mzuri wa mawazo, mwandiko bora, kanuni za lugha na ubunifu wa hali ya juu. Kuchangamkia utunzi mzuri wa insha ya masimulizi ili kukuza ubunifu wake.	Mwanafunzi aweze kutambua insha ya masimulizi kwa kurejelea vielelezo vya insha vilivyoandikwa katika magazeti au tarakilishi wakiwa wawili. Mwanafunzi aweze kuandika insha isiyopungua maneno 200 huku akizingatia anwani, mtiririko mzuri wa mawazo, mwandiko bora, kanuni za lugha na ubunifu wa hali ya juu.	Je, unazingatia nini ili kuandika insha nzuri ya masimulizi?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 30*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	3	*Michezo*	Kusikiliza na kuzungumza; Maamkuzi na maagano: Maagano	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutambua aina mbalimbali za maagano katika mawasiliano. Kueleza njia wanazotumia kuagana. Kuchangamkia maagano katika mawasiliano.	Mwanafunzi aweze kueleza maana ya maagano. Mwanafunzi aweze kutambua aina mbalimbali za maagano katika mawasiliano. Mwanafunzi aweze kujadili umuhimu wa maagano wakiwa wawiliwawili. Mwanafunzi aweze kueleza njia wanazotumia kuagana.	Je, watu huagana vipi katika jamii?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 31-32*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	4	*Michezo*	Sarufi; Aina za maneno: Vivumishi viulizi	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza maana ya vivumishi viulizi kwa kutumia vitu katika mazingira ya darasani. Kutambua vivumishi viulizi katika sentensi. Kuchangamkia kutumia vivumishi viulizi katika utungaji wa sentensi.	Mwanafunzi aweze kueleza maana ya vivumishi viulizi kwa kutumia vitu katika mazingira ya darasani. Mwanafunzi aweze kutambua vivumishi viulizi katika sentensi.	Vivumishi viulizi vinahusu nini?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 33-35*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
6	1	*Michezo*	Sarufi; Aina za maneno: Vivumishi viulizi	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza na kutaja vivumishi viulizi mbalimbali. Kutambua vivumishi viulizi kati ya maneno alizopewa, aviburure na kuvitia kapuni. Kufurahia kutumia vivumishi viulizi katika mawasiliano ya kila siku.	Mwanafunzi aweze kueleza na kutaja vivumishi viulizi mbalimbali. Mwanafunzi aweze kutambua vivumishi viulizi kati ya maneno alizopewa, aviburure na kuvitia kapuni.	Je, ni vivumishi viulizi zipi unazozijua?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 36-37*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	2	*Michezo*	Kusoma; Matumizi ya kamusi	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kufungua linki kuhusu michezo kisha kusikiliza maelezo kutoka kwa msimulizi. Kuunda sentensi kutumia msamiati wa michezo alioupata kutoka kwa msimulizi. Kuchangamkia kutumia msamiati wa michezo katika mazungumzo yake.	Mwanafunzi aweze kufungua linki kuhusu michezo kisha kusikiliza maelezo kutoka kwa msimulizi. Mwanafunzi aweze kudondoa maneno ya michezo kutoka kwenye masimulizi hayo akiwa peke yake na wakiwa wawiliwawili. Mwanafunzi aweze kuunda sentensi kutumia msamiati wa michezo alioupata kutoka kwa msimulizi.	Je, ni habari zipi unazoweza kutoa kwenye mtandao?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali Intaneti *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 35*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	3	*Michezo*	Sarufi; Aina za maneno: Kivumishi kirejeshi amba-	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza matumizi ya kivumishi kirejeshi amba- akitumia vitu katika mazingira ya darasani. Kutambua kivumishi kirejeshi amba- katika tarakilishi, kapu la maneno au mti wa maneno. Kuonea fahari matumizi ya kivumishi kirejeshi amba-	Mwanafunzi aweze kueleza matumizi ya kivumishi kirejeshi amba- akitumia vitu katika mazingira ya darasani. Mwanafunzi aweze kutambua kivumishi kirejeshi amba- katika tarakilishi, kapu la maneno au mti wa maneno. Mwanafunzi aweze kutunga sentensi akitumia kirejeshi amba- na nomino katika ngeli mbalimbali kwa umoja na wingi.	Je, kivumishi kirejeshi ni nini?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 37-38*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	4	*Michezo*	Sarufi; Aina za maneno: Kivumishi kirejeshi amba-	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutambua kivumishi kirejeshi amba- katika vifungu. Kutunga sentensi akitumia kivumishi kirejeshi (k.v ambayo, ambalo, ambao, ambavyo, ambaye) Kufurahia kutumia kivumishi kirejeshi amba- katika mawasiliano.	Mwanafunzi aweze kutambua kivumishi kirejeshi amba- katika vifungu. Mwanafunzi aweze kutunga sentensi akitumia kivumishi kirejeshi (k.v ambayo, ambalo, ambao, ambavyo, ambaye)	Je, ni maneno gani yanayopatikana katika kivumishi kirejeshi amba-?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 38-39*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
7	1	*Michezo*	Kusikiliza na kuzungumza; Matamshi bora: Vitendawili- Sauti /d//nd/, /ch//sh/, /j//nj/ na /g//ng/	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutambua vitendawili vya suala lengwa vyenye sauti zinazokaribiana. Kutamka maneno yenye sauti zinazokaribiana katika vitendawili lengwa. Kuchangamkia matumizi ya vitendawili vyenye sauti zinazokaribiana kama njia ya kujenga utamkaji bora.	Mwanafunzi aweze kutambua vitendawili vya suala lengwa vyenye sauti zinazokaribiana (/d//nd/, /ch//sh/, /j//nj/ na /g//ng/) Mwanafunzi aweze kutamka maneno yenye sauti zinazokaribiana katika vitendawili lengwa. Mwanafunzi aweze kuandika vitendawili alivyosikiliza kisha kuwategea wenzake darasani nao wategue kwa ajili ya kuendelea kuelimishana.	Je, ni vitendawili gani unavyovijua?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 41-42*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	2	*Mahusiano*	Sarufi; Aina za maneno: Viwakilishi vya nafsi	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza maana ya viwakilishi vya nafsi. Kutambua viwakilishi vya nafsi katika sentensi. Kuchangamkia kutumia viwakilishi vya nafsi katika utungaji wa sentensi.	Mwanafunzi aweze kueleza maana ya viwakilishi vya nafsi. Mwanafunzi aweze kutambua viwakilishi vya nafsi katika sentensi. Mwanafunzi aweze kujaza pengo akitumia viwakilishi vya nafsi.	Viwakilishi vya nafsi vinahusu nini?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 42-43*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	3	*Mahusiano*	Sarufi; Aina za maneno: Viwakilishi vya nafsi	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza na kutaja viwakilishi vya nafsi mbalimbali. Kutambua viwakilishi kati ya maneno alizopewa, aviburure na kuvitia kapuni. Kufurahia kutumia viwakilishi vya nafsi katika mawasiliano ya kila siku.	Mwanafunzi aweze kueleza na kutaja viwakilishi vya nafsi mbalimbali. Mwanafunzi aweze kutambua viwakilishi kati ya maneno alizopewa, aviburure na kuvitia kapuni. Mwanafunzi aweze kujaza pengo kwa kiwakilishi nafsi sahihi.	Je, ni viwakilishi vya nafsi zipi unazozijua?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 48*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	4	*Mahusiano*	Kusoma; Kusoma kwa ufahamu- Jirani	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutambua msamiati wa mahusiano uliotumiwa katika habari. Kueleza maana ya msamiati wa mahusiano alioupata katika habari. Kuonea fahari kusoma hadithi kuhusu Jirani.	Mwanafunzi aweze kusoma ufahamu, ‘Jirani’ Mwanafunzi aweze kutambua msamiati wa mahusiano uliotumiwa katika habari. Mwanafunzi aweze kueleza maana ya msamiati wa mahusiano alioupata katika habari. Mwanafunzi aweze kutunga sentensi kwa kutumia msamiati wa mahusiano.	Kwa nini ni muhimu kusoma kuhusu ujirani mwema?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 43-45*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
8	1	*Mahusiano*	Kuandika; Kuandika kwa kutumia tarakilishi	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza maana ya tarakilishi. Kutambua sehemu mbalimbali za tarakilishi zinazotumika kupigia chapa. Kujenga mazoea ya kutumia tarakilishi kuandika na kuhifadhi kazi.	Mwanafunzi aweze kueleza maana ya tarakilishi. Mwanafunzi aweze kutambua sehemu mbalimbali za tarakilishi zinazotumika kupigia chapa Mwanafunzi aweze kueleza matumizi ya kipanya. Mwanafunzi aweze kutambua ishara zinazotumiwa kutofautisha maandishi k.v kiyota (*), hatimiliki (@), kishale.	Je, ni sehemu zipi za tarakilishi unazozijua? Tarakilishi hutuwezesha kufanya kazi gani? Ni hatua gani zinazohusika tunapotumia tarakilishi?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali Intaneti *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 46-47*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	2	*Mahusiano*	Kusikiliza na kuzungumza; Matamshi bora: Vitendawili- Sauti /d//nd/, /ch//sh/, /j//nj/ na /g//ng/	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutamka maneno yenye sauti zinazokaribiana katika vitendawili lengwa. Kutega na kutegua vitendawili vyenye sauti zinazokaribiana ili kujenga matamshi bora. Kufurahia kutumia kutega na kutegua vitendawili.	Mwanafunzi aweze kutamka maneno yenye sauti zinazokaribiana katika vitendawili lengwa. Mwanafunzi aweze kutega na kutegua vitendawili vyenye sauti zinazokaribiana ili kujenga matamshi bora	Je, mtu akisema ‘kitendawili’ unajibu vipi?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 47*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	3	*Mahusiano*	Sarufi; Aina za maneno: Viwakilishi viashiria	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza maana ya viwakilishi viashiria. Kutambua viwakilishi viashiria katika sentensi. Kuchangamkia kutumia viwakilishi viashiria katika utungaji wa sentensi.	Mwanafunzi aweze kueleza maana ya viwakilishi viashiria. Mwanafunzi aweze kutambua viwakilishi viashiria katika sentensi Mwanafunzi aweze kueleza na kutaja viwakilishi viashiria mbalimbali Mwanafunzi aweze kutambua viwakilishi viashiria katika ubao, tarakilishi, chati, mti wa maneno au kadi za maneno.	Viwakilishi viashiria vinahusu nini? Je, ni viwakilishi viashiria zipi unazozijua?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 49-50*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	4	*Mahusiano*	Kusoma; Kusoma kwa ufahamu: Marafiki wa chanda na pete	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kusoma ufahamu, ‘Marafiki wa chanda na pete’ Kueleza maana ya maneno mapya aliyoyapata katika kifungu. Kujenga mazoea ya usomaji bora katika maisha ya kila siku.	Mwanafunzi aweze kusoma ufahamu, ‘Marafiki wa chanda na pete’ Mwanafunzi aweze kueleza maana ya maneno mapya aliyoyapata katika kifungu akiwa katika kikundi. Mwanafunzi aweze kutunga sentensi akitumia msamiati kutoka kwa kifungu.	Je, urafiki mwema una umuhimu gani?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 50-52*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
9	1	*Mahusiano*	Sarufi; Aina za maneno: Viwakilishi vya idadi	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza maana ya viwakilishi vya idadi kamili. Kutambua sentensi zenye viwakilishi idadi kamili. Kuchangamkia kutumia viwakilishi idadi katika utungaji wa sentensi.	Mwanafunzi aweze kueleza maana ya viwakilishi vya idadi kamili. Mwanafunzi aweze kutambua sentensi zenye viwakilishi idadi kamili. Mwanafunzi aweze kutambua viwakilishi vya idadi katika ubao, tarakilishi, kadi za maneno, chati au mti wa maneno. Mwanafunzi aweze kujaza pengo kwa viwakilishi vya idadi sahihi.	Viwakilishi vya idadi kamili vinahusu nini? Je, ni viwakilishi vya idadi kamili zipi unazozijua?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 54-55*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	2	*Mahusiano*	Sarufi; Aina za maneno: Viwakilishi vya idadi	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza na kutaja viwakilishi vya idadi isiyodhihirika. Kutambua viwakilishi vya idadi isiyodhihirika katika ubao, tarakilishi, kadi za maneno, mti wa maneno au chati. Kufurahia kutumia viwakilishi vya idadi isiyodhihirika katika mawasiliano ya kila siku.	Mwanafunzi aweze kueleza na kutaja viwakilishi vya idadi isiyodhihirika. Mwanafunzi aweze kutambua viwakilishi vya idadi isiyodhihirika katika ubao, tarakilishi, kadi za maneno, mti wa maneno au chati. Mwanafunzi aweze kujaza mapengo kwa kuchagua viwakilishi vya idadi isiyodhihirika alivyopewa katika mabano. Mwanafunzi aweze kuandika sentensi akitumia viwakilishi vya idadi isiyodhihirika.	Viwakilishi vya idadi isiyodhihirika vinahusu nini? Je, ni viwakilishi vya idadi isiyodhihirika zipi unazozijua?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 55*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	3	*Mahusiano*	Sarufi; Uakifishaji: Alama ya hisi (!) na ritifaa (‘)	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutambua alama ya hisi (!) na ritifaa (‘) katika maandishi. Kutumia alama ya hisi (!) na ritifaa (‘) ifaavyo katika maandishi. Kufurahia matumizi ya alama ya hisi na ritifaa katika maandishi.	Mwanafunzi aweze kutambua alama ya hisi (!) na ritifaa (‘) katika maandishi. Mwanafunzi aweze kutumia alama ya hisi (!) na ritifaa (‘) ifaavyo katika maandishi. Mwanafunzi aweze kutafuta katika kamusi, atamke na kuandika maneno yenye sauti ya ungo’ong’o.	Kwa nini alama za kuakifisha hutumiwa katika maandishi? Alama ya hisi na ritifaa hutumiwa vipi katika maandishi?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 56	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	4	*Mahusiano*	Sarufi; Uakifishaji: Koloni (:)	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutambua alama ya koloni (:) katika maandishi. Kueleza matumizi ya koloni (:) katika maandishi. Kuchangamkia matumizi ya koloni katika maandishi.	Mwanafunzi aweze kutambua alama ya koloni (:) katika maandishi. Mwanafunzi aweze kueleza matumizi ya koloni (:) katika maandishi. Mwanafunzi aweze kutunga sentensi na kuziakifisha kutumia koloni.	Alama ya kuakifisha- koloni hutumiwa vipi katika maandishi?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 57	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
10	*KUFUNGA SHULE*