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Monday, 21 November 2022 11:21

Science (Understanding) - Class 8 Schemes of Work Term 1 2023

SCIENCE SCHEMES OF WORK FOR STD 8 TERM ONE -2022

WK	LES	TOPIC	SUB TOPIC	OBJECTIVES	LEARNING ACTIVITIES	T /L AIDS	REFERENCE	RMKS
1	-	REVISION	General	By the end of the lesson the learner should be able to give correct answers to revisions questions in preparation for std. eight work	Asking and answering oral/written questions	Past exam papers. Chalk board	Revision materials Content covered in previous class
2	1	HUMAN BODY	Reproduction in human beings Fertilization in human beings	By the end of the lesson the learner should be able to Explain fertilization in human beings	Explanation Discussion Oral questions	Drawings in ppls text book	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 1 Nairobi: Longhorn Pub.
	2	HUMAN BODY	Foetal development	By the end of the lesson the learner should be able to Describe the development of foetus in human beings	Explanation Discussion Demonstration Drawing	Paper bag Water doll String	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 3. Nairobi: Longhorn Pub.
	3	HUMAN BODY	Functions of the placenta, umbilical cord and amniotic fluid	By the end of the lesson the learner should be able to identify and list functions of placenta, umbilical cord and amniotic fluid	Explanation Discussion Group work Drawing	Diagram in ppls text book	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 5 Nairobi: Longhorn Pub.
	4	HUMAN BODY	Process of birth	By the end of the lesson the learner should be able to Describe the process of birth in human beings	Explanation Discussion Note Taking	Balloon Doll Pictures and illustrations on chalkboard	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 6, Nairobi: Longhorn Pub.
	5	HUMAN BODY	REVISION	By the end of the lesson the learner should be able to answer given written questions correctly to reinforce covered content	Explanation Discussion Oral questions	chalkboard	Ppls book pg. 16
3	1	HUMAN BODY	Excretory organs	By the end of the lesson the learner should be able to identify the main excretory organs	Explanation Discussion Note Taking	Diagram in ppls textbook	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 9. Nairobi: Longhorn Pub.
	2	HUMAN BODY	Excretory organs skin	By the end of the lesson the learner should be able to, identify the main functions of the skin and its waste products	Explanation Discussion drawing Note making	Drawings in ppls text book	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 10. Nairobi: Longhorn Pub.
	3	HUMAN BODY	Lungs	By the end of the lesson the learner should be able to identify and list functions of lungs and its waste products	Explanation Discussion	Diagram in ppls textbook	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 13. Nairobi: Longhorn Pub.
	4	HUMAN BODY	kidneys	By the end of the lesson the learner should be able to identify the functions of the kidney and its waste products	Discussion Explanation Discussion	Diagram in ppls textbook	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 14 Nairobi: Longhorn Pub.
	5	HUMAN BODY	REVISION	By the end of the lesson the learner should be able to write correct answers to given fill in – the-blank test.	Answering written questions	Revision exercise in ppls text bk	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 16 Nairobi: Longhorn Pub.
4	1	HEALTH EDUCATION	Sexual transmitted infections STIs Ø syphilis	By the end of the lesson the learner should be able to explain the meaning of STIs give examples of STI’s Describe cause, signs, symptoms and prevention of syphilis	Explanation Discussion Asking and answering questions	Diagrams in pupils text book	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 18 Nairobi: Longhorn Pub.
	2	HEALTH EDUCATION	Gonorrhea Cause/prevention	By the end of the lesson the learner should be able to describe cause signs, symptoms and prevention of gonorrhea	Discussion Discussion note making	Diagrams in pupils text book	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 20 Nairobi: Longhorn Pub.
	3	HEALTH EDUCATION	Chancroid	By the end of the lesson the learner should be able to describe cause signs, symptoms and prevention of chancroid.	Explanation Discussion Group work	Diagrams in pupils text book	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 21 Nairobi: Longhorn Pub.
	4	HEALTH EDUCATION	HIV/AIDS	By the end of the lesson the learner should be able to identify control measures of HIV/AIDS	Explanation Asking and answering questions	Pictures in ppls text book	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 23 Nairobi: Longhorn Pub.
	5	HEALTH EDUCATION	REVISION	By the end of the lesson the learner should be able to recall content covered in the week.	Writing	Revision exercise in ppls text bk	Ppls bk pg. 30
5	1	PLANTS	Adaptation of plants -Dry areas	By the end of the lesson the learner should be able to explain how plants are adapted to their environment-(dry areas)	Explanation Discussion	Drawings in ppls text book	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 32 Nairobi: Longhorn Pub.
	2	PLANTS	Adaptation of plants --Wet areas	By the end of the lesson the learner should be able to explain how plants are adapted to their environment-(wet areas)	Explanation Discussion Group work	Local environment	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 36 Nairobi: Longhorn Pub.
	3	PLANTS	Crop diseases	By the end of the lesson the learner should be able to pupil identify and list signs of unhealthy crops.	Explanation Discussion Oral questions	Crops in the school compound	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 39 Nairobi: Longhorn Pub.
	4	PLANTS	Crop diseases	By the end of the lesson the learner should be able to further identify and list signs of unhealthy crops.	Explanation Discussion	Local environment	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 40 Nairobi: Longhorn Pub.
	5	PLANTS	Effects of crop diseases	By the end of the lesson the learner should be able to state effects of crop diseases	Discussion Explanation	Local environment	Ppls bk. pg. 42
6	-	FORMATIVE ASSESSMENT	GENERAL	BY the end of the lesson the learner should be able to give correct answers to given test items to reinforce retention of content.	Asking and answering questions. Tests and quizzes	Exercises mid - term exams	-Revision materials -Covered content
7	HALF TERM
8	1	ANIMALS	Adaptation in animals- feeding habits – herbivores.	By the end of the lesson the learner should be able to explain how herbivores are adapted to their environment	Explanation Discussion	Drawings	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 45 Nairobi: Longhorn Pub.
	2	ANIMALS	Carnivores	By the end of the lesson the learner should be able to explain how carnivores are adapt to their environment	Explanation Discussion	Diagram in ppls text book	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 48 Nairobi: Longhorn Pub.
	3	ANIMALS	Adaptations in animals-feeding habits-omnivores.	By the end of the lesson the learner should be able to list signs of crop diseases	Explanation Discussion Oral questions	Digram in ppls text book	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 50 Nairobi: Longhorn Pub.
	4	ANIMALS	Ill-health in livestock	By the end of the lesson the learner should be able to identify and list signs of ill-health in livestock	Explanation Discussion Oral questions	Animals from the locality	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 59 Nairobi: Longhorn Pub.
	5	ANIMALS	Adaptation of beaks-grain eaters	By the end of the lesson the learner should be able to explain the adaptation of grain eaters to their environment.	Explanation Discussion	Models Pictures in pupils text book	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 52 Nairobi: Longhorn Pub.
9	1	ANIMALS	Adaptation of beaks-filter feeders.	By the end of the lesson the learner should be able to pupil be able to explain the adaptation of filter feeders to their environment	Explanation Discussion	Picture cutouts	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 53 Nairobi: Longhorn Pub.
	2	ANIMALS	Adaptations-flesh eaters	By the end of the lesson the learner should be able to able to explain the adaptation of flesh eaters	Explanation Discussion	Picture cutouts	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 53 Nairobi: Longhorn Pub.
	3	ANIMALS	Adaptation of beaks- nectar feeders	By the end of the lesson the learner should be able to identify and list adaptations to the feeding habits of nectar feeders	Explanation Discussion Oral questions	Crops in the school compound	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 54 Nairobi: Longhorn Pub.
	4	ANIMALS	Adaptation of beaks- nectar feeders	By the end of the lesson the learner should be able to identify and list adaptations to the feeding habits of nectar feeders	Explanation Discussion Oral questions	Crops in the school compound	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 54 Nairobi: Longhorn Pub.
	5	ANIMALS	REVISION	By the end of the lesson the learner should be able toPupil be able to answer questions correctly	Explanation Discussion Oral questions	Revision exercise in ppls text bk	Ppls bk 8 pg. 55
10	1	ANIMALS	Adaptation to movement-flying	By the end of the lesson the learner should be able to able to explain how animals are adapted to their environment by flying	Explanation Discussion Group work	Charts Pictures in pupils text bk	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 55 Nairobi: Longhorn Pub.
	2	ANIMALS	Adaptations to movement by swimming-	By the end of the lesson the learner should be able to explain the adaptations of animals that swim.	Explanation Discussion Group work	Charts Drawings	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 57 Nairobi: Longhorn Pub.
	3	ANIMALS	Adaptation to movement-hoping and leaping	By the end of the lesson the learner should be able to explain how animals are adapted to their movement by hopping and leaping	Explanation Discussion Group work	Explanation	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 58 Nairobi: Longhorn Pub.
	4	ANIMALS	Effects/signs of ill-health to livestock.	By the end of the lesson the learner should be able to state and list effects of ill-health to livestock	Explanation Discussion Writing	Picture cut -outs	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 59 Nairobi: Longhorn Pub.
	5	ANIMALS	Effects/signs of ill-health to livestock.	By the end of the lesson the learner should be able to state and list effects of ill-health to livestock	Explanation Discussion Writing	Picture cutouts	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 61 Nairobi: Longhorn Pub.
11	1	WATER	Soft and hard water	By the end of the lesson the learner should be able to state the difference between hard and soft water	Explanation Discussion Oral questions	Salty water Rainy water Soap and basin	- Karaka J. et al (2005) Understanding science ppls bk. 8 pg Nairobi: Longhorn Pub.64
	2	WATER	Softening hard water	By the end of the lesson the learner should be able to investigate softening of hard water by boiling	Experimentation Oral questions	Jiko Sufuria Salty water	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 65 Nairobi: Longhorn Pub.
	3	WATER	Disadvantages of hard water	By the end of the lesson the learner should be able to pupil be able to investigate the disadvantages of hard water	Explanation Discussion Group work	Water Buckets , basins, salt	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 66 Nairobi: Longhorn Pub.
	4	WATER	Disadvantages of hard water	By the end of the lesson the learner should be able to investigate the disadvantages of hard water	Explanation Discussion Group work Experiment	Water Buckets , basins, salt	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 67 Nairobi: Longhorn Pub.
	4	WATER	Disadvantages of hard water	By the end of the lesson the learner should be able to investigate the disadvantages of hard water	Explanation Discussion Group work Experiment	Water Buckets , basins, salt	- Karaka J. et al (2005) Understanding science ppls bk. 8 pg 68 Nairobi: Longhorn Pub.
	5	WATER	REVISION	By the end of the lesson the learner should be able to answer questions correctly to reinforce covered content	Writing	Revision exercise in ppls text bk	Ppls bk 8 pg. 70
12	1	ENVIRONMENT	Effects of pollution on environment; plants, small animals e.g. bacteria	By the end of the lesson the learner should be able to identify and list effects of soil pollution on plants	Explanation Discussion Oral questions	Local environment	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 73 Nairobi: Longhorn Pub.
	2	ENVIRONMENT	Effects of pollution on environment-on animals	By the end of the lesson the learner should be able to describe effects of soil pollution on animals	Discussion Explanation Group work	Picture cutouts	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 74 Nairobi: Longhorn Pub.
	3	ENVIRONMENT	Conservation of soil	By the end of the lesson the learner should be able to explain the meaning of soil conservation and describe conservation methods	Writing Explanation Discussion Group work	Local environment	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 74 Nairobi: Longhorn Pub.
	4	ENVIRONMENT	Methods of conserving soil	By the end of the lesson the learner should be able to describe some of the conservation methods of soil	Explanation Discussion Local environment	Local environment	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 75 Nairobi: Longhorn Pub.
	5	ENVIRONMENT	REVISION	By the end of the lesson the learner should be demonstrate knowledge of covered content.	Writing	Revision exercise in ppls text bk	Ppls book pg 73-74
13	-	REVISIONS	General	By the end of the lesson the learner should be able to recall content covered in the term in preparation for end term exam	Asking and answering questions. Tests and quizzes	Past exam papers	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 1-75 Nairobi: Longhorn Pub.
14	END TERM ONE EXAMS, MARKING, ANALYSING AND RECORDING EXAM RESULTS

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Monday, 21 November 2022 08:01

English NPPE- Class 8 Schemes of Work Term 1 2023

ENGLISH SCHEMES OF WORK FOR CLASS EIGHT TERM ONE - 2022

WK	LES	THEME	TOPIC/SUB-TOPIC	OBJECTIVE	LERNING ACTIVITIES	T/L AIDS	REFERENCE	REMARKS
1	-	General	Revisions	By the end of the lesson the learner should be able to recall content covered in previous class in preparation for std. eight work.	Asking and answering questions. Tests and quizzes	Past exam paper Trs own collections	Marking schemes for past exams
2	1	SOCIAL VALUES	ORAL WORK Language pattern	By the end of the lesson the learner should be able to:--use the given sentence pattern correctly in constructing sentences.	Asking and answering oral questions. constructing simple sentences	Pictures in the Pupil’s Book Sentence cards Dictionary	NPPE Pupil’s Book 8:OUP. Pg. 2
	2	‘’	ORAL WORK Vocabulary	By the end of the lesson the learner should be able : -Acquire vocabulary related to social values and use them appropriately	Explain meaning of words constructing simple sentences	Sentence cards Dictionary	Ppls bk 8 Pg.2
	3	‘’	READING Reading	By the end of the lesson the learner should be able to read materials on social values and answer oral/written comprehension questions	Revising the new words learnt. Reading Asking and answering oral questions.	Passage in text bk. Pictures in the Pupil’s Book Sentence cards Dictionary	Ppls bk 8 Pg.2-3
	4	‘’	WRITING Written exercise	By the end of the lesson the learner should be able to give correct written answers to the exercise to reinforce language pattern learnt	Discussing the given questions orally. Asking and answering questions. Writing	Chalkboard Exercise in pupils text book.	Ppls bk 8 Pg.4-7
	5	‘’	WRITING Written exercise grammar	By the end of the lesson the learner should be able to give correct written answers to the grammar exercise.	Writing	Exercise in pupils text book.	Ppls bk 8 Pg.4-7
	6	‘’	WRITING Continuous writing	By the end of the lesson the learner should be able to write a guided composition social values in a neat and legible handwriting.	Outline points. Explanation Writing	Exercise in pupils tex book.	Ppls bk 8 Pg.7
	7	‘’	SUPPORT ACTIVITY -Grammar	By the end of the lesson the learner should be able to use question tags in the grammar exercise correctly	Asking and answering Discussion	Chalkboard	Ppls bk 8 Pg.7
3	1	CAREERS	ORAL WORK Language pattern	By the end of the lesson the learner should be able to listen to and respond to more advanced discussions and passages	Constructing sentences. Asking and answering oral questions. conversations	Pictures in the Pupil’s Book Sentence cards Dictionary	NPPE Pupil’s Book 8: OUP. Pg.8-12
	2	‘’	ORAL WORK Vocabulary	By the end of the lesson the learner should be able acquire further vocabulary relating to careers and use them appropriately	Explain meaning of words constructing simple sentences	‘’	Ppls bk 8 Pg.8-12
	3	‘’	READING Reading	By the end of the lesson the learner should be able to read the given passage on careers and answer oral and written comprehension questions.	Revising the new words learnt. Reading Asking and answering oral questions.	Passage in text bk. Pictures in the Pupil’s Book Sentence cards Dictionary	Ppls bk 8 Pg.8-10
	4	‘’	WRITING Written exercise	By the end of the lesson the learner should be able to express himself/herself in written exercise that require critical thinking	Discussing the given questions orally. Asking and answering questions.	Chalkboard Exercise in pupils text book.	Ppls bk 8 Pg.11-13
	5	‘’	WRITING Grammar	By the end of the lesson the learner should be able to identify and use the present and continuous tense and simple present tense.	Writing	Exercise in pupils text book.	Ppls bk 8 Pg.11-12
	6	‘’	WRITING Continuous writing	By the end of the lesson the learner should be able to write a guided autobiography.	Outline points. Explanation Writing	Exercise in pupils text book.	Ppls bk 8 Pg.13
	7	‘’	SUPPORT ACTIVITY Library	By the end of the lesson the learner should be able to read the story in the “Fun spot” fluently and accurate for pleasure	Reading Asking and answering questions Retelling read stories	Chalkboard Exercise in pupils text book.	Ppls bk 8 Pg.13
4	1	DRUG AND DRUG ABUSE	ORAL WORK Language pattern	By the end of the lesson the learner should be able to -use sentence structures correctly	Constructing sentences. Asking and answering oral questions.	Pictures in the Pupil’s Book Sentence cards	NPPE Pupil’s Book 8: OUP. Pg.14-20
	2	‘’	ORAL WORK Vocabulary	By the end of the lesson the learner should be able to construct at least three correct sentences using given vocabulary;	Explain meaning of words constructing simple sentences	Sentence cards	Ppls bk 8 Pg.14-20
	3	‘’	READING -Reading	By the end of the lesson the learner should be able to read the given passage and demonstrate comprehension ability by answering oral and written questions.	Reading Asking and answering oral questions.	Pictures in the Pupil’s Book Sentence cards	Ppls bk 8 Pg.14-16
	4	‘’	WRITING Written exercise	By the end of the lesson the learner should be able to give correct written answers to the exercise to reinforce language pattern learnt.	Discussing the given questions orally. Asking and answering questions.	Chalkboard Exercise in pupils text book.	Ppls bk 8 Pg.16-21
	5	‘’	WRITING Written exercise	By the end of the lesson the learner should be able to give correct written answers to the exercise.	Explain meaning of words constructing simple sentences	Exercise in pupils text book.	Ppls bk 8 Pg.16-21
	6	‘’	WRITING Continuous writing	By the end of the lesson the learner should be able to write guided composition on drug and drug abuse	Outline points. Explanation Writing	Exercise in pupils text book.	‘’ Pg.21
	7	‘’	SUPPORT ACTIVITY discussion	By the end of the lesson the learner should be able to give facts (points) in a discussion on drug and drug abuse	Reading Asking and answering questions Discussion	Chalkboard	Ppls bk 8 Pg.20-21
5	1	LIFE SKILLS	ORAL WORK Language pattern	By the end of the lesson the learner should be able to -Discuss life skills using accurate sentence structures	Constructing sentences. Asking and answering oral questions. conversations	Pictures in the Pupil’s Book Sentence cards Dictionary	NPPE Pupil’s Book 8: OUP. Pg.22-27
	2	‘’	ORAL WORK Vocabulary	By the end of the lesson the learner should be able to discuss life skills using accurate vocabulary.	Explain meaning of words constructing simple sentences	Constructing sentences using given vocabulary	Ppls bk 8 Pg.22-27
	3	‘’	READING Reading	By the end of the lesson the learner should be able to read the passage and answer oral and written comprehension questions.	Reading Asking and answering questions	Pictures in the Pupil’s Book Sentence cards	Ppls bk 8 Pg.26-27
	4	‘’	WRITING Written exercise	By the end of the lesson the learner should be able to give correct written answers to the exercise.	Discussing the given questions orally. Asking and answering questions.	Chalkboard Exercise in pupils text book.	Ppls bk 8 Pg.26
	5	‘’	WRITING Written exercise Grammar	By the end of the lesson the learner should be able to give correct written answers to the grammar exercise.	Answering written exercise	Exercise in pupils text book.	Ppls bk 8 Pg.27
	6	‘’	WRITING Continuous writing	By the end of the lesson the learner should be able to write a guided composition on life skills in a neat and legible handwriting.	Outline points. Explanation Writing	Exercise in pupils text book.	Ppls bk 8 Pg.27
	7	‘’	SUPPORT ACTIVITY Grammar	By the end of the lesson the learner should be able to use with and without ‘to’ appropriately	Discussing the given questions orally. Asking and answering questions.	Chalkboard Exercise in pupils text book.	Ppls bk 8 Pg.25
6	1	CHILD LABOUR	ORAL WORK Language pattern	By the end of the lesson the learner should be able to Listen to -Talk about basic child labour messages using correct sentence structures	Constructing sentences. Asking and answering oral questions. conversations	Pictures in the Pupil’s Book Sentence cards Dictionary	NPPE Pupil’s Book 8: OUP. Pg.28-32
	2	‘’	ORAL WORK Vocabulary	By the end of the lesson the learner should -Talk about basic child labour messages using correct vocabulary	Explain meaning of words constructing simple sentences	Constructing sentences using given vocabulary	Ppls bk 8 Pg.28-32
	3	‘’	READING Reading	By the end of the lesson the learner should be able to read materials with child labour messages and demonstrate ability to make critical judgment through identifying the evils of child labour orally and in writing	Reading Asking and answering questions	Passage in text bk. Pictures in the Pupil’s Book Sentence cards	Ppls bk 8 Pg.28-30
	4	‘’	WRITING exercise	By the end of the lesson the learner should be able to give correct written answers to the exercise to reinforce language pattern learnt .	writing	Chalkboard Exercise in pupils text book.	Ppls bk 8 Pg.30-35
	5	‘’	WRITING Written exercise Grammar	By the end of the lesson the learner should be able to give correct written answers to the grammar exercise.	writing	chalkboard	Ppls bk 8 Pg.30-35
	6	‘’	WRITING Continuous writing	By the end of the lesson the learner should be able to write a formal letter in a neat and legible handwriting.	Outline points. Explanation Writing	chalkboard	Ppls bk 8 Pg.35
	7	‘’	SUPPORT ACTIVITY Library	By the end of the lesson the learner should be able to read the story in the “Fun spot” for pleasure and other selected reading materials for pleasure.	Reading Asking and answering questions Discussion Retelling read stories	Chalkboard Pictures and passage in the Pupil’s Book.	Ppls bk 8 Pg.34-35
7	HALF TERM
8	1	REGIONAL COOPERATION	ORAL WORK Language pattern	By the end of the lesson the learner should be able to:-Construct at least three correct sentences using language pattern;	Constructing sentences. Asking and answering oral questions. conversations	Pictures in the Pupil’s Book Sentence cards	NPPE Pupil’s Book 8: OUP. Pg.36-39
	2	‘’	ORAL WORK Vocabulary	By the end of the lesson the learner should be able to construct at least three correct sentences using vocabulary;	Explain meaning of words constructing simple sentences	Constructing sentences using given vocabulary	Ppls bk 8 Pg.36-39
	3	‘’	READING Reading	By the end of the lesson the learner should be able to read the passage fluently and answer the comprehension questions.	Revising the new words learnt. Asking and answering oral questions.	Pictures in the Pupil’s Book Sentence cards Dictionary	Ppls bk 8 Pg.36-38
	4	‘’	WRITING Written exercise	By the end of the lesson the learner should be able to give correct written answers to the exercise to reinforce language pattern.	Discussing the given questions orally. Asking and answering questions.	Chalkboard Exercise in pupils text book.	Ppls bk 8 Pg.38-41
	5	‘’	WRITING -Written exercise Grammar	By the end of the lesson the learner should be able to give correct written answers to the grammar exercise.	Discussion writing	Exercise in pupils text book.	Ppls bk 8 Pg.38-39
	6	‘’	WRITING Continuous writing	By the end of the lesson the learner should be able to follow the guidelines and write a topical composition in a neat and legible handwriting.	Outline points. Explanation Writing	Exercise in pupils text book.	Ppls bk 8 Pg.41
	7	‘’	SUPPORT ACTIVITY poetry	By the end of the lesson the learner should be able to recite poem and participate in a discussion related to East African Cooperation	Reciting poetry Asking and answering questions Retelling read stories	Chalkboard teacher’s own selection	Ppls bk 8 pg.41
9	1	COMMERCE AND TRADE	ORAL WORK Language pattern	By the end of the lesson the learner should be able to construct at least three correct sentences using language pattern;	Constructing sentences. Asking and answering oral questions. conversations	Pictures in the Pupil’s Book Sentence cards Dictionary	NPPE Pupil’s Book 8: OUP. Pg.42-46
	2	‘’	ORAL WORK Vocabulary	By the end of the lesson the learner should be able to construct at least three correct sentences using vocabulary relating to commerce and industry	Explain meaning of words constructing simple sentences	Constructing sentences using given vocabulary	Ppls bk 8 Pg.42-43
	3	‘’	READING Reading	By the end of the lesson the learner should be able to read the given passage fluently and answer comprehension questions.	Revising the new words learnt. Asking and answering oral questions.	Passage in text bk. Pictures in the Pupil’s Book Sentence cards Dictionary	Ppls bk 8 Pg.42-44
	4	‘’	WRITING Grammar	By the end of the lesson the learner should be able to identify and use present and simple tense	Reading Asking and answering questions Discussion	Chalkboard Exercise in pupils text book.	Ppls bk 8 Pg.44-47
	5	‘’	WRITING Written exercise	By the end of the lesson the learner should be able to identify and use regular and irregular verbs in a sentence	writing	Exercise in pupils text book.	Ppls bk 8 Pg.44-47
	6	‘’	WRITING Continuous writing	By the end of the lesson the learner should be able to fill in a form in a sample form correctly.	Outline points. Explanation Writing	Exercise in pupils text book.	Ppls bk 8 Pg.47
	7	‘’	SUPPORT ACTIVITY Library	By the end of the lesson the learner should be able to read the story in the “Fun spot” and other selected materials fluently for pleasure.	Reading Asking and answering questions Discussion Retelling read stories	Pictures in the Pupil’s Book Sentence cards Dictionary	Ppls bk 8 pg.47
10	1	COMMERCE AND TRADE	ORAL WORK Language pattern	By the end of the lesson the learner should be able to construct at least three correct sentences using language pattern	Constructing sentences. Asking and answering oral questions. conversations	Pictures in the Pupil’s Book Sentence cards	NPPE Pupil’s Book 8: OUP. Pg.48-53
	2	‘’	ORAL WORK Vocabulary	By the end of the lesson the learner should be able to construct at least three correct sentences using vocabulary relating to commerce and trade	Explain meaning of words constructing simple sentences	Illustrations on the chalk board	Ppls bk 8 Pg.48-50
	3	‘’	READING Reading	By the end of the lesson the learner should be able to read the given passage fluently and accurately and answer the comprehension questions.	Reading Asking and answering questions	Pictures in the Pupil’s Book -Sentence cards -Dictionary	‘’ Pg.50-53
	4	‘’	WRITING Written exercise	By the end of the lesson the learner should be able to give correct written answers to the exercise to reinforce language pattern learnt.	Discussing the given questions orally. Asking and answering questions.	Chalkboard Exercise in pupils text book.	‘’ Pg.50-53
	5	‘’	WRITING Written exercise Grammar	By the end of the lesson the learner should be able to give correct written answers to the grammar exercise.	Written given exercise	Exercise in pupils text book.	‘’ Pg.50-53
	6	‘’	WRITING Continuous writing	By the end of the lesson the learner should be able to write an imaginative composition in a neat and legible handwriting.	Outline points. Explanation Writing	Exercise in pupils text book.	‘’ Pg.53
	7	‘’	SUPPORT ACTIVITY Library	By the end of the lesson the learner should be able to read the story in the “Fun spot” for pleasure and enjoyment.	Reading Asking and answering questions Discussion Retelling read stories	Pictures in the Pupil’s Book Sentence cards Dictionary	‘’ Pg.53
11	1	CLUBS AND SOCIETIES	ORAL WORK Language pattern	By the end of the lesson the learner should be able to-Listen and respond to sentence structure appropriately	Constructing sentences. Asking and answering oral questions. conversations	Pictures in the Pupil’s Book Sentence cards Dictionary	NPPE Pupil’s Book 8: OUP. Pg.58-62
	2	‘’	ORAL WORK Vocabulary	By the end of the lesson the learner should be able to construct at least three correct sentences using vocabulary relating to clubs and societies.	Explain meaning of words constructing simple sentences	Sentence cards Dictionary	‘’ Pg.58-61
	3	‘’	READING Reading	By the end of the lesson the learner should be able to read the given passage fluently and answer the comprehension questions.	Reading Asking and answering questions Discussion	Passage in text bk. Pictures in the Pupil’s Book	‘’ Pg.58-60
	4	‘’	WRITING Written exercise	By the end of the lesson the learner should be able to give correct written answers to the exercise.	Discussing the given questions orally. Asking and answering questions.	Chalkboard Exercise in pupils text book.	‘’ Pg.61-62
	5	‘’	WRITING Written exercise	By the end of the lesson the learner should be able to give correct written answers to the exercise to reinforce language pattern.	writing	Exercise in pupils text book.	‘’ Pg.61
	6	‘’	WRITING Continuous writing	By the end of the lesson the learner should be able to write a given composition in a neat and legible handwriting.	Outline points. Explanation Writing	‘’	‘’Pg.63
	7	‘’	SUPPORT ACTIVITY Library	By the end of the lesson the learner should be able to read the story in the “Fun spot” fluently and accurately for comprehension and enjoyment.	Reading Asking and answering questions Retelling read stories	Chalkboard Pictures and passage in the Pupil’s Book.	‘’ Pg.63
12	1	CLUBS AND SOCIETIES	ORAL WORK Language pattern	By the end of the lesson the learner should be able to construct at least three correct sentences using language pattern;	Constructing sentences. Asking and answering oral questions. conversations	Pictures in the Pupil’s Book Sentence cards	NPPE Pupil’s Book 8: OUP. Pg.64-68
	2	‘’	ORAL WORK Vocabulary	By the end of the lesson the learner should be able to construct at least three correct sentences using given vocabulary;	Explain meaning of words constructing simple sentences	Constructing sentences using given vocabulary	‘’ Pg.64-65
	3	‘’	READING Reading	By the end of the lesson the learner should be able to read the given passage fluently and accurately and answer the comprehension questions.	Revising the new words learnt. Asking and answering oral questions.	Passage in text bk. Pictures in the Pupil’s Book Sentence cards	‘’ Pg.64-66
	4	‘’	WRITING Written exercise	By the end of the lesson the learner should be able to give correct written answers to the exercise to reinforce language pattern	Discussing the given questions orally. Asking and answering questions.	Chalkboard Exercise in pupils text book.	‘’ Pg.66-68
	5	‘’	WRITING Written exercise	By the end of the lesson the learner should be able to give correct written answers to the grammar exercise.	Writing given exercise	Exercise in pupils text book.	‘’ Pg.66-68
	6	‘’	WRITING Continuous writing	By the end of the lesson the learner should be able to write a composition of own choice in a neat and legible handwriting.	Outline points. Explanation Writing	chalkboard	‘’ Pg.68-69
	7	‘’	SUPPORT ACTIVITY - Library	By the end of the lesson the learner should be able to read the story book in the “Fun spot” fluently and accurately for comprehension and enjoyment	Reading Asking and answering questions Discussion	Chalkboard Pictures and passage in the Pupil’s Book.	‘’ Pg.68-69
13	GENERAL REVISIONS & END TERM EXAMS
14	END TERM ONE EXAMS MARKING,COMPILING, ANALYSING AND RECORDING EXAM RESULTS

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Monday, 21 November 2022 07:07

Social Studies - Class 8 Schemes of Work Term 1 2023

SOCIAL STUDIES SCHEMES OF WORK FOR STD. 8 TERM ONE 2022

WK	LES	TOPIC	SUB-TOPIC	OBJECTIVES	LEARNING ACTIVITIES	T/L AIDS	REFERENCE	REMARKS
1	-	Revision	-	By the end of the lesson the learner should be able to review content covered in previous class in preparation for std. eight work.	Asking nd ansering oral questions	Past exam paper Trs own collections	Marking schemes for past exams
2	1	PHYSICAL ENVIRON-MENT	Map Reading and interpretation	By the end of the lesson the learner should be able to: Identify and use symbols to read and interpret a map.	Reading a map and symbols	Atlas maps in the pupils book	Our lives today social studies bk 8pg 1
	2	,,	Map Reading and interpretation	By the end of the lesson the learner should be able to: Describe direction of places using compass points	Measuring using string and pair of dividers	A map of Kenya in the pupils’ book.	Our lives today social studies bk 8 pg 2
	3	,,	Map Reading and interpretation	By the end of the lesson the learner should be able to: Measure distance on maps accurately	Calculating area of irregular shapes.	Wall map	Our lives today social studies bk 8 pg 3
	4	,,	Map Reading and interpretation	By the end of the lesson the learner should be able to: Calculate area on maps using squares	Calculating area of irregular shapes	Wall map	Our lives today social studies bk 8 pg 4
	5	,,	Physical features	By the end of the lesson the learner should be able to: Explain affects of Physical features on human activities	Explaining the effects of physical features on human activities	A map showing physical features e.g. mountains, forests	Our lives today social studies bk 8 pg 13.
3	1	PHYSICAL FEATURES	Effects of physical features on human activities	By the end of the lesson the learner should be able to Appreciate the effect of physical features on human activities	Observing the physical features and effects on human activities	A map of Kenya showing physical features	Our lives today social studies bk 8 pg 16
	2	CLIMATE	Traditional methods of observing weathers	By the end of the lesson the learner should be able to: Describe the traditional methods of observing weather	Discussing traditional weather observation methods	A chart showing trading weather observation methods	Our lives today social studies bk 8 pg 18
	3	,,	Observation measurement and recording elements of weather -Temperature	By the end of the lesson the learner should be able to: Observe measure and record weather elements	Observing Measuring and recording elements of weather	-Picture in ppls text book	Our lives today social studies bks pgs 20
	4	,,	-rainfall -Wind Humidity	By the end of the lesson the learner should be able to: Observe measure and record weather elements	,, Measuring and recording elements of weather	Picture in ppls text book	Our lives today social studies bks pgs 20
	5	,,	Atmospheric pressure	’ By the end of the lesson the learner should be able to: Observe measure and record weather elements	Observing measuring recording elements of weather	Picture of weather station at Dagorretti.	Our lives today social studies bk 8 pg 22-23
4	1	CLIMATE	Factors that influence climate change	By the end of the lesson the learner should be able to State factors that influence climate change	-Stating the factors that affect climate change. -Describing those factors that influence climate.	Picture of Bruption of eyjafj allajoku II Iceland	Our lines Today social studies bk 8 pg 27
	2	,,	Impact of climate change on human activities	By the end of the lesson the learner should be able to: Explain the impact of climate change on human activities.	-Discussion how climate change affects human activities	Pictures in pupils book pg 28	Our lives today social studies bk 8 pg 29
	3	SOIL	Causes of soil erosion	By the end of the lesson the learner should be able to: State the causes of soil erosion in Kenya ;	Naming the causes of soil erosion in Kenya.	A picture showing overstocked animals	Our lives today social bk 8- pg 32
	4	SOIL	Effects of soil erosion on human activities	By the end of the lesson the learner should be able to: State the effects of soil erosion on human activities in Kenya	-stating the effects of soil erosion on human activities in Kenya	A chart showing effect of soil erosion	Our lives Today social studies bk 8 pg 33
	5	,,	Soil conservation	By the end of the lesson the learner should be able to: Describe soil conservation measures in Kenya	-Naming soil conservation measures in Kenya. -Listing the soil conservation measure	- Picture of soil conservation measure on pg 34.	Our lives Today social studies bk 8 pg 34
5	1	PEOPLE AND POPULATI-ON	Theories of human origin -Mythical -Creation -Evolution	By the end of the lesson the learner should be able to State the theories of human origin	Discussion Note taking	Illustration on the chalk board	Our lives today social studfish bk 8 pg 40
	2	,,	Stages of human evolution from the stone age period -Homo habilis -Homo sapiens	By the end of the lesson the learner should be able to: Identify the stage through which human evolved during the stone age period.	Naming the various stages of evolution -Listing the stage of human evolution during stone Age period	Picture of different stage on pg 42 A picture on the pupils book pg 42	Our lives today social studies bk 8 pg 41 Our lives today social studies bk 8 pg 42.
	3	PEOPLE AND POPULATI-ON	Pre-historic sites in eastern Africa and their location	- By the end of the lesson the learner should be able to: State the stages of human evolution during stone age period	Name the historic sites and locate them on a map of Eastern Africa	A map of Eastern Africa showing pre-historic sites	Our lives today social studies bk 8 pg 44
	4	,,	,,	By the end of the lesson the learner should be able to: Name and locate the pre-historic sites’ in Eastern Africa	,,	,,	Our lives today social studies bk 8 pg 45
	5	,,	Types of migration	By the end of the lesson the learner should be able to: -Describe the different types of migration	-Naming the reasons for different types of migration	A picture on the pupil’s book pg 47.	Our lives today social studies bk 8 pg 47
6	1	PEOPLE AND POPULATI-ON	Reasons for migration	- By the end of the lesson the learner should be able to: -State reasons for the different types of migration	-Listing effects of the migration	picture on the pupils book pg 47.	Our lives today social studies bk 8 pg 47
	2	,,	Effects of migrations	By the end of the lesson the learner should be able to: Stating effects of migration	Listing the effects of migration.	,,	Our lives today social studies bk 8 pg54
	3	,,	Population Growth	By the end of the lesson the learner should be able to: Explain factors that lead to slow population growth.	-listing factors that lead to slow population growth.	“	Our lives today social studies bk 8 pg 56
	4	,,	Problem that result from rapid population growth	By the end of the lesson the learner should be able to: State problems that results from rapid population growth.	Explaining how the factors lead to rapid population.	“	Our lives today social studies bk 8 pg 57
	5	,,	Effects of HIV and AIDS on population growth.	By the end of the lesson the learner should be able to: -State the effects of HIV/AIDS on population growth -Ways of managing population growth.	-listing the effects of HIV and AIDS on population growth. -Explain way of managing population growth.	A picture showing media research on pg 59.	Our lives today social studies bk 8 pg 57. ,,
7	HALF TERM
8	1	PEOPLE AND POPULATION	The population structure of Kenya.	By the end of the lesson the learner should be able to Describe the population structure of Kenya.	Discussing the structure of population of Kenya.	A structure of Kenyan population in pupils bk pg 67	Our lives today social studies bk 8 pg 67.
	2	,,	Compassion of the population structure of Kenya to those of Germany and India	By the end of the lesson the learner should be able to: compare the population structure of Kenya to those of India and Germany	Comparing the structure of population Kenya to those of Germany and India	A structure of Germany and India population in pupils bk 8 pg 68	Our lives today social studies bk 8 pg 68.
	3	SOCIAL RELATION AND CULTURAL ACTIVITIES	Marriage systems	By the end of the lesson the learner should be able to: Identify different marriage systems. Appreciate the marriage systems.	stating different marriage systems.	A picture of customary marriage on pupils bk 71.	Our lives today social studies bk 8 pg 71
	4	,,	Rights and responsibilities of spouses in a marriage	By the end of the lesson the learner should be able to: State rights and responsibilities of spouses in a marriage.	Listing the ways of success and Inheritance of family.	Pictures of children take good care.	Our lives today social studies bk 8pg 75.
	5	,,	,,	By the end of the lesson the learner should be able to: Succession and Inheritance of family wealth.	,,	,,	Our lives today social studies bk 8pg 75.
9	1	SOCIAL RELATION AND CULTURAL ACTIVITIES	Role of the school management committee	By the end of the lesson the learner should be able to: State the role of the school management committee.	Listing the role of the school management committee.	A picture in the pupils bk 8 pg 76.	Our lives today social studies bk 8pg 75.
	2	,,	-State the role of pupils in school management.	By the end of the lesson the learner should be able to: State the role of pupils in school management	Stating the role of pupils in school management	A picture showing pupils taking care of the school compound.	Our lives today social studies bk 8pg 76
	3	RESOURCES AND ECONOMIC ACTIVITIES	Agriculture Settler farming	By the end of the lesson the learner should be able to Describe the European settler farming in Kenya	Discussion Asking and answering oral questions Note taking	Wall map of kenya	Our lives today social studies bk 8 76
	4	,,	Settler farming	By the end of the lesson the learner should be able to: -Explain the effects of European settler farming in Kenya	Explaining the effects of Europeans settler farming in Kenya	A map of Kenya showing European settler farming in Kenya.	Our lives today social studies bk 8pg 78.
	5	‘’	European settler farming in Kenya	By the end of the lesson the learner should be able to: -Identify the settlement scheme in Kenya	-Stating the reasons for established of settlement schemes in Kenya	A picture of ranch at the pupils’ book.	Our lives today social studies bk 8pg 75.
10	1	RESOURCES AND ECONOMIC ACTIVITIES	Effects of European settler farming in Kenya	By the end of the lesson the learner should be able to: State the benefits of settlement scheme to Kenya.	Stating the benefits of settlement schemes to Kenya.	A picture showing tea plantation.	Our lives today social studies bk 8pg
	2	,,	,,	By the end of the lesson the learner should be able to: State the problems facing settlement schemes in Kenya	,,	,,	Our lives today social studies bk 8pg
	3	,,	Irrigation farming	By the end of the lesson the learner should be able to: -Name the crops grown in the irrigation schemes in Kenya	Discussion, Asking and answering oral questions Note taking	A map of Kenya showing the irrigation schemes in Kenya	Our lives today social studies bk 8pg
	4	,,	Irrigation farming	By the end of the lesson the learner should be able to: - Describe the methods of irrigation used in irrigation farming.	Stating the contributions of irrigation farming in Kenya.	,,	Our lives today social studies bk 8pg
	5	,,	Irrigation farming	By the end of the lesson the learner should be able to: State the contribution of the irrigation farming in Kenya.	,,	‘’	Our lives today social studies bk 8pg
11	1	RESOURCES AND ECONOMIC ACTIVITIES	Benefits of settlement scheme in Kenya	By the end of the lesson the learner should be able to State the benefits of settlement scheme	Stating the benefits of settlement schemes.	A picture of people packing rice in mwea.	Our lives today social studies bk 8pg
	2	,,	Problems facing settlement schemes in Kenya	By the end of the lesson the learner should be able to: State the problems facing settlement scheme in Kenya.	Stating the problems facing settlement schemes in Kenya	,,	Our lives today social studies bk 8pg
	3	,,	Crops grown in the selected irrigation scheme	By the end of the lesson the learner should be able to: Name the crops grown in the irrigation scheme in Kenya.	Naming the crops grown in the irrigation schemes in Kenya.	A map of Kenya showing irrigation schemes in Kenya .	Our lives today social studies bk 8pg
	4	,,	‘’	By the end of the lesson the learner should be able to: -Describe the methods of irrigation used in irrigation farming.	Explaining methods of irrigation used in irrigation farming.	A picture of Mwea Tebere irrigation scheme.	Our lives today social studies bk 8pg
	5	‘’	Methods of irrigation in the selected schemes	By the end of the lesson the learner should be able to: Describe the methods of irrigation used in irrigation farming.	Explaining methods of irrigation use in irrigation farming.	A picture in the pupils book on pg 89	Our lives today social studies bk 8pg 89
12	1	RESOURCES AND ECONOMIC ACTIVITIES	Contribution of irrigation scheme to the economy of Kenya	By the end of the lesson the learner should be able to: -Contribution of irrigation scheme to the economy of Kenya.	Stating the contributions of irrigation schemes to the economy of Kenya	A picture on the pupils book on pg 90	Our lives today social studies bk 8pg 90
	2	,,	Problems facing irrigation farming in Kenya	By the end of the lesson the learner should be able to: -Explain problems facing irrigation farming in Kenya.	Explaining problems facing irrigation farming in Kenya.	A chart showing plants attacked by diseases	Our lives today social studies bk 8pg 91
	3	,,	,,	By the end of the lesson the learner should be able to: -Explain problems facing irrigation farming in Kenya.	Explaining problems facing irrigation farming in Kenya.	A chart showing plants attacked by diseases	Our lives today social studies bk 8pg 91
	4	‘’	Meaning of horticultural farming	By the end of the lesson the learner should be able to -Explain the meaning of the term horticultural	Explaining the meaning of the term horticultural	A picture of flowers in a green house on pg 92.	Our lives today social studies bk 8pg
	5	,,	Crops grown in horticultural farming to the economy of Kenya	By the end of the lesson the learner should be able to: -Identify the crops grown in horticultural farming	Discussing the crops grown in horticultural farming.	A picture of processing of pineapples on pg 93	Our lives today social studies bk 8pg 93
13	Revision of covered content in the term
14	End term exams, Marking , Compiling and recording exam results

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Monday, 21 November 2022 07:06

Science (KLB)- Class 8 Schemes of Work Term 1 2023

KLB PRIMARY SCIENCE STANDARD 8 SCHEMES OF WORK: TERM ONE

WEEKS	LESSON	TOPIC	SUB TOPIC	OBJECTIVES	TEACHING/ LEARNING ACTIVITIES	LEARNING RESOURCES	REFERENCES	REMARKS
1	3	The human body	Introduction to reproduction in human beings	The leaner should be able to explain how fertilization in human beings takes place	Identifying parts of male and female reproductive system Explaining Discussing	Charts Photos Student book Specimen	KLB Primary Science book pages 1-2 SCIA- 8- pages 2-6
2	3		Development of Foetus	The leaner should be able to explain and discuss the development of a foetus	Discussing Explaining Describing	Charts Photos Student book	KLB Primary Science book pages 5-6 SCIA- 8- pages 3
3	3		The process of birth	The leaner should be able to; To explain and describe the process of birth	Observing charts describing	Charts Photos Student book	KLB Primary Science book pages 6-7 SCIA- 8- pages 3-4
4	1	Assessment on topic the human body
4	2,3	The excretory system	Introduction to excretory system and the skin	The leaner should be able to; Defining excretory systems Identify the skin as an excretory organ Name the waste product it help remove	Discussing Explaining Describing Drawing	Charts Photos Student book	KLB Primary Science book pages 9-12 SCIA- 8- pages 5-6
5			The lungs	The leaner should be able to; Identify the lungs as an excretory organ Name waste products it helps remove	Discussing Explaining Describing Drawing	Charts Photos Student book Diagram Chalkboard	KLB Primary Science book pages 12-13 SCIA- 8- pages 6-7
6			The kidney	The leaner should be able to; Identify the lungs as an excretory organ Name waste products it helps remove	Discussing Explaining Describing Drawing	Charts Photos Student book Diagram Chalkboard	KLB Primary Science book pages 13-14 SCIA- 8- pages 10-11
7	1		Revision on the topic excretory system
	2,3	Health education	Meaning of STD’s	The leaner should be able to; Distinguish between good and bad health Define STD’s	Discussing Explaining Describing Watching	Charts Photos Student book Chalkboard Video tapes	KLB Primary Science book pages 13-14 SCIA- 8- pages 10-11
8	3		Sexually transmitted disease	The leaner should be able to; Name causes of STD’s Discuss preventive measures for sexually transmitted infections	Discussing Explaining Describing Watching	Charts Photos Student book Chalkboard Video tapes	KLB Primary Science book pages 21-22 SCIA- 8- pages 12-13
9	3		Control measures for HIv and Aids	The leaner should be able to; Identify measures to take to control HIV/AIDS	Reading Explaining Discussing	Charts Photos Student book Chalkboard Video tapes	KLB Primary Science book pages 22-23 SCIA- 8- pages 14-16
10	1,2		Creating public awareness and campaigns through various media	The leaner should be able to; Identify ways of Creating public awareness and campaigns through various media	Reading Explaining Discussing Identifying	Charts Photos Student book Chalkboard Video tapes	KLB Primary Science book 24-25 SCIA- 8- pages 14-16
	3		Summary on topic health	The leaner should be able to Identifying the most important concept in the topic	Reading Explaining Discussing Identifying	Charts Photos Student book
11	3	Plants	Adaptation of plants to their environment	The leaner should be able to Identify adaptive features of plants Explain how plants adapt to their environment	Reading Explaining Discussing Identifying	Charts Photos Student book Specimen	KLB Primary Science book 32-33 SCIA- 8- pages 14-16
12	3		Adaptation of plants	The leaner should be able to Describe the different ways in which plants are adapt and defend themselves	Reading Explaining Discussing Identifying	Charts Photos Student book	KLB Primary Science book 32-33 SCIA- 8- pages 14-16
13	3	3	Signs of unhealthy crops	The leaner should be able to Identify signs of unhealthy plants	Discussion identifying Drawing Asking question	Charts Photos Student book diagrams	KLB Primary Science book 8-39 SCIA- 8- pages 24
		REVISION AND END OF TERM EXAMS

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Monday, 21 November 2022 07:05

Kiswahili (Kwa Darasa) - Class 8 Schemes of Work Term 1 2023

RATIBA YA SOMO LA KISWAHILI DARASA LA NANE MUHULA KWANZA – 2022

WK	KIP	FUNZO	MADA	SHABAHA	SHUGHULI ZA MAFUNZO	NYENZO	ASILIA	MAONI
1		MARUDIO	Mada mbalimbali	Kufikia mwisho wa kipindi mwanafunzi aweze kuyarudia aliyoyapitia katika darasa la saba ili kujitayarisha kwa kazi ya darasa la nane.	Kuuliza na kujibu maswali ya kauli na ya kimaandishi.	Karatasi za mitihani iliyopita	Vitabu mbalimbali vya marudio.
2	1	KUSIKILIZA NA KUONGEA	Maamkuzi,	Kufikia mwisho wa kipindi mwanafunzi aweze kutumi maneno ya adabu na heshima kwa njia sawa	Kuuliza na kujibu maswali kuigizama	Ubao Zoezi kitabuni mwa wanafunzi.	KISWAHILI KWA DARASA LA 8 –Kitabu cha wanafunzi: Kiswahili Kitukuzwe (Toleo la tatu)uk. 1
	2	KUSOMA	Ufahamu	Kufikia mwisho wa kipindi mwanafunzi aweze kusoma taarifa kwa makini na kujibu maswali kutoka kwenye taarifa hiyo kwa usahihi.	Kusoma Kuuliza na kujibu maswali Kufanya zoezi	Ubao Picha na taarifa katika kitabu cha wanafunzi.	,, Uk. 2
	3	KUANDIKA	Sentensi zenye miundo mbalimbali	Kufikia mwisho wa kipindi mwanafunzi aweze kufafanua sentensi zenye miundo mbalimbali (neno moja, fupi, mseto/ndefu)	Kutunga sentensi kujibu maswali Kuandika sentensi	Mifano Ubaoni	Uk. 3
	4	SARUFI	Viambishi ngeli	Kufikia mwisho wa kipindi mwanafunzi aweze - kutumia ya viambishi ngeli kutunga sentensi sahihi	Kuunda sentensi Kujadili mada Kufanya zoezi	-Zoezi katika kitabu cha mwanafunzi	Uk. 4
	5	MSAMIATI	Tarakimu (10,000,001- 30,000,000)	Kufikia mwisho wa kipindi mwanafunzi aweze kutumia msamiati wa tarakimu (10,000,001- 30,000,000) kwa kuunda sentensi sahihi.	kuandika tarakimu kwa maneno	chati zenye tarakimu	Uk. 7
3	1	KUSIKILIZA NA KUONGEA	Adabu na heshima	Kufikia mwisho wa kipindi mwanafunzi aweze kuigiza mazungumzo yanayohusisha maneno ya adabu na heshima.	kutunga sentensi kuigiza mazungumzo ya adabu na heshima	Uhusika wa wanafunzi	KISWAHILI KWA DARASA LA 8 –Kitabu cha wanafunzi: Kiswahili Kitukuzwe (Toleo la tatu) uk. 9
	2	KUSOMA	Ufahamu: Usafi wa mazingira	Kufikia mwisho wa kipindi mwanafunzi aweze kusoma ufahamu kwa makini na kujibu maswali kutoka kwenye taarifa hiyo kwa usahihi.	Kusoma kueleza maana ya manono mapya Kuuliza na kujibu maswali	Taarifa kitabuni mwa wanafunzi. mazingira ya shuleni	Uk 10
	3	KUANDIKA	Insha ya wasifu	Kufikia mwisho wa kipindi mwanafunzi aweze kuandika wasifu wa kiongozi ampedaye kwa hati nadhifu.	kuandika wasifu	Vidokezo ubaoni	Uk 12
	4	SARUFI	Vivumishi visivyochukua ngeli	Kufikia mwisho wa kipindi mwanafunzi aweze kutaja maana ya vivumishi, kutoa mifano ya vivumishi vya sifa kapa, kutunga sentensi sahihi akiyumia vivumishi vya sifa.	Kueleza maana ya vivumishi Kujadili mada Kufanya zoezi	Zoezi katika kitabu cha mwanafunzi	Uk 13
	5	MSAMIATI	Akisami	Kufikia mwisho wa kipindi mwanafunzi aweze kutumia msamiati wa akisami kwa kutunga sentensi sahihi .	Kutaja na kujadili msamiati wa akisami Kufanya zoezi	Picha na michoro mbalmbali.	Uk 13
4	1	KUSIKILIZA NA KUONGEA	Hadithi	Kufikia mwisho wa kipindi mwanafunzi aweze kusoma hadithi kwa sauti na kusimulia hadithi hiyo kwa maneno yake mwenyewe.	Kusoma kusimulia hadithi	Uhusika wa wanafunzi	KISWAHILI KWA DARASA LA 8 –Kitabu cha wanafunzi: Kiswahili Kitukuzwe (Toleo la tatu) uk. 15
	2	KUSOMA	Ufahamu: Msiba wa kujitakia hauna kilio	Kufikia mwisho wa kipindi mwanafunzi aweze kusoma taarifa kwa makini na kujibu maswali kutoka kwenye taarifa hiyo kwa usahihi.	Kusoma Kuuliza na kujibu maswali Kufanya zoezi	Picha na taarifa katika kitabu cha wanafunzi.	Uk. 17
	3	KUANDIKA	Imla	Kufikia mwisho wa kipindi mwanafunzi aweze kuandika maneno atakayosomewa kwa maendelezo sahihi.	kusikiliza kwa makini na kuandika maneno	Mifano ya manen kitabuni mwa wanafunzi	Uk. 20
	4	SARUFI	Vihisishi	Kufikia mwisho wa kipindi mwanafunzi aweze kutaja maana ya vihisishi, kutoa mifano ya vihisishi, kutunga sentensi sahihi akionyesha hisia tofauti	kueleza maana ya vihisishi, kutoa mifano Kuunda sentensi	Maelezo kitabuni mwa wanafunzi	Uk. 21
	5	MSAMIATI	Pembe kumi na sita za dunia	Kufikia mwisho wa kipindi mwanafunzi aweze kutumia msamiati wa dira kwa usahihi.	Kutaja pembe 16 za dira Kufanya zoezi	michoro mbalimbali ubaoni	Uk. 22
5	1	KUSIKILIZA NA KUONGEA	Vitendawili	Kufikia mwisho wa kipindi mwanafunzi aweze kutega na kutegua vitendawili kwa ustadi	Kuuliza na kujibu maswali. Kusoma taarifa	Picha na michoro ubaoni na kitabuni	KISWAHILI KWA DARASA LA 8 –Kitabu cha wanafunzi:kiswaili kitukuzwe (Toleo la tatu) uk. 24
	2	KUSOMA	Maktaba	Kufikia mwisho wa kipindi mwanafunzi aweze kusoma kitabu chochote akipendacho cha hadithi kutoka kwa maktaba	Kusoma kueleza hadithi iliyosomwa	vitabu vya hadithi kutoka maktaba	Vitabu vya hadithi vilivyosomwa
	3	KUANDIKA	Barua ya kirafiki	Kufikia mwisho wa kipindi mwanafunzi aweze kuandika barua ya kirafiki kwa hati nadhifu	kueleza mundo wa barua ya kirafiki kuadika barua	mfano wa barua ya kirafiki ubaoni	Uk. 25
	4	SARUFI	Viunganishi	Kufikia mwisho wa kipindi mwanafunzi aweze kutaja maana ya viunganishi, kutoa mifano ya viunganish, kutunga sentensi sahihi akitumia viunganishi.	kutoa mifano ya viunganishi Kuunda sentensi Kufanya zoezi	Mifano ubaoni zoezi kitabuni mwa wanafunzi	Uk. 26
	5	MSAMIATI	Sayari	Kufikia mwisho wa kipindi mwanafunzi aweze kutaja sayari	Kujadili msamiati Kuunda sentensi Kufanya zoezi	Michoro na picha zinazoonyesha sayari	Uk. 28
6	-	TATHMINI YA MASOMO		Kufikia mwisho wa kipindi mwanafunzi aweze kujibu maswali ya mtihani kwa usahihi kulingana na mafunzo ya awali.	Kuuliza na kujibu maswali kufanya mitihani	Mtihani wa katikati mwa muhula	karatasi za mitihani
7	MAPUMZIKO MAFUPI
8	1	KUSIKILIZA NA KUONGEA	Mafumbo	Kufikia mwisho wa kipindi mwanafunzi aweze kufumba na kufumbua mafumbo kwa ustadi.	kufumba na kufumbua mafumbo	Uhusika wa wanafunzi	KISWAHILI KWA DARASA LA 8 –Kitabu cha wanafunzi: Kiswahili Kitukuzwe (Toleo la tatu) uk. 29
	2	KUSOMA	Ufahamu: Zilizala	Kufikia mwisho wa kipindi mwanafunzi aweze kusoma taarifa kwa makini na kujibu maswali kutoka kwenye taarifa hiyo kwa usahihi.	Kusoma Kuuliza na kujibu maswali Kufanya zoezi	Picha na taarifa katika kitabu cha wanafunzi.	Uk. 29
	3	KUANDIKA	Insha: Barua rasmi	Kufikia mwisho wa kipindi mwanafunzi aweze kuandika barua rasmi kwa mpangilio muafaka.	kuandika barua rasmi Kufanya zoezi	mfano wa barua rasmi ubaoni na kitabuni	Uk. 31
	4	SARUFI	Vielezi vya mkazo	Kufikia mwisho wa kipindi mwanafunzi aweze kutoa mifano ya Vielezi vya mkazo na kutunga sentensi sahihi akitumia Vielezi vya mkazo	Kuunda sentensi Kujadili mada Kufanya zoezi	Mifano ubaoni	Uk. 33
	5	MSAMIATI	Maliasili	Kufikia mwisho wa kipindi mwanafunzi aweze kutaja aina za maliasili na kutumia msamiati wa maliasili kutunga sentensi.	Kutaja aina za maliasili Kutunga sentensi	Picha na michorombalimbali.	Uk. 34
9	1	KUSIKILIZA NA KUONGEA	Misemo	Kufikia mwisho wa kipindi mwanafunzi aweze kutaja misemo na kueleza maana yake.	Kutaja mifano ya misemo. Kuuliza na kujibu maswali.	mifano ya misemo kitabuni na ubaoni.	KISWAHILI KWA DARASA LA 8 –Kitabu cha wanafunzi: Kiswahili Kitukuzwe (Toleo la tatu) uk.36
	2	KUSOMA	Ufahamu; Kazi ipewe nani?	Kufikia mwisho wa kipindi mwanafunzi aweze kusoma mazungumzo kwa makini na kujibu maswali kutoka kwenye mazungumzo hayo kwa usahihi.	Kusoma Kuuliza na kujibu maswali Kufanya zoezi Kuigiza mazungumzo	Picha na makala katika kitabu cha mwanafunzi.	Uk.37
	3	KUANDIKA	Ushairi	Kufikia mwisho wa kipindi mwanafunzi aweze kutaja kanuni za ushairi na kutunga shairi fupi kuhusu jambo alipendalo.	kuataja kanuni za ushairi Kutunga shairi fupi	-Mifano ubaoni	Uk. 41
	4	SARUFI	Kirejeshi –amba pamoja na ngeli	Kufikia mwisho wa kipindi mwanafunzi aweze kutumia kirejeshi –amba na ngeli za A-WA,U-I, KI-VI, LI-YA, U-YA na YA-YA kutunga sentensi sahihi.	kutunga sentensi Kuuliza na kujibu maswali Kufanya zoezi	Zoezi katika kitabu cha mwanafunzi mifano ubaoni	Uk. 42
	5	MSAMIATI	Msamiati wizara	Kufikia mwisho wa kipindi mwanafunzi aweze kutaja wizara mbalimbali na idara zake katika serikali.	Kutaja wizara na idara mbalimbali. kujibu maswali	Picha na michoro mbalimbali	Uk. 44
10	1	KUSIKILIZA NA KUONGEA	Methali	Kufikia mwisho wa kipindi mwanafunzi aweze kutaja methali mbalimbali na kueleza maana ya methali hizo.	Kutaja methali na maana yake Kuuliza na kujibu maswali kufanya zoezi	Mifano ya methali ubaoni na kitabuni mwa wanafunzi	KISWAHILI KWA DARASA LA 8 –Kitabu cha wanafunzi: Kiswahili Kitukuzwe (Toleo la tatu) uk. 45
	2	KUSOMA	Ufahamu Shairi:- Ukimwi janga hatari	Kufikia mwisho wa kipindi mwanafunzi aweze kusoma shairi kwa makini na kujibu maswali kutoka kwenye shairi hilo kwa usahihi.	Kusoma kukariri shairi Kuuliza na kujibu maswali Kufanya zoezi	shairi kitabuni mwa wanafunzi.	Uk. 47
	3	KUANDIKA	-Insha ya maelezo	Kufikia mwisho wa kipindi mwanafunzi aweze kuandika insha ya maelezo kwa hati nadhifu.	Kuandika insha	Vidokezo ubaoni	Uk.49
	4	SARUFI	Matumizi ya *ndi*- na si	Kufikia mwisho wa kipindi mwanafunzi aweze kutaja matumizi sahihi ya viambishi *ndi* na si	Kuunda sentensi Kujadili mada Kufanya zoezi	mifano ubaoni Na kitabuni mwa wanafunzi	Uk. 49
	5	MSAMIATI	Mahakamani	Kufikia mwisho wa kipindi mwanafunzi aweze kutaja msamiati wa Mahakamani na kuutumia kuunda sentensi sahihi.	Kujadili msamiati Kuunda sentensi Kufanya zoezi	picha na michoro mbalimbali	Uk. 52
11	1	KUSIKILIZA NA KUONGEA	Taarifa: Hotuba ya mfamasia	Kufikia mwisho wa kipindi mwanafunzi aweze kusikiliza kwa makini taarifa itakayosomwa na kujibu maswali ya kauli kwa usahihi	Kuuliza na kujibu maswali Kuigiza hotuba	Makala kitabuni	KISWAHILI KWA DARASA LA 8 –Kitabu cha wanafunzi: Kiswahili Kitukuzwe (Toleo la tatu) uk. 54
	2	KUSOMA	Ufahamu Ajira ya watoto	Kufikia mwisho wa kipindi mwanafunzi aweze kusoma taarifa kwa makini na kujibu maswali kutoka kwenye taarifa hiyo kwa usahihi.	Kusoma Kuuliza na kujibu maswali ya ufahamu Kufanya zoezi	Picha na taarifa katika kitabu cha wanafunzi.	Uk.55
	3	KUANDIKA	Insha ya hotuba	Kufikia mwisho wa kipindi mwanafunzi aweze kuandika isha ya hotuba kulingana na muundu ufaao.	Kuandika insha	Vidokezo ubaoni	Uk. 57
	4	SARUFI	Vivumishi vya A -unganifu	Kufikia mwisho wa kipindi mwanafunzi aweze kutaja vivumishi vya A unganifu na kutunga sentensi zenye vivumishi hivyo.	kutaja vivumishi vya A unganifu -Kutunga sentensi	Zoezi katika kitabu cha mwanafunzi	Uk. 59
	5	MSAMIATI	Tarakimu	Kufikia mwisho wa kipindi mwanafunzi aweze kuendelea kupanua kiwango chake cha msamiati kwa kutumia ipasavyo tarakimu za (30,000,001 -60,000,000)	Kutaja tarakimu -Kuunda sentensi Kufanya zoezi	Zoezi katika kitabu cha mwanafunzi	Uk. 60
12	1	KUSIKILIZA NA KUONGEA	Majadiliano	Kufikia mwisho wa kipindi mwanafunzi aweze kushiriki mjadala kwa kutoa hoja muhimu kuhusu faida na hasara za mbuga za kuhifadhi wanyama pori.	Kushiriki mjadala kuuliza na kujibu maswali	Uhusika wa wanafunzi	KISWAHILI KWA DARASA LA 8 –Kitabu cha wanafunzi: Kiswahili Kitukuzwe (Toleo la tatu) uk. 61
	2	KUSOMA	Ufahamu Haki za mtoto ni zipi?	Kufikia mwisho wa kipindi mwanafunzi aweze kusoma taarifa kwa makini na kujibu maswali kutoka kwenye taarifa hiyo kwa usahihi.	Kusoma Kuuliza na kujibu maswali Kujadili taarifa	Taarifa katika kitabu cha wanafunzi.	Uk. 61
	3	KUANDIKA	Insha ya kuendeleza	Kufikia mwisho wa kipindi mwanafunzi aweze kuandika insha ya kuendeleza kwa hati nadhifu	Kuandika insha	-Vidokezo ubaoni	Uk. 64
	4	SARUFI	Vielezi	Kufikia mwisho wa kipindi mwanafunzi aweze kutaja aina za vielezi kwa kutoa mifano sahihi.	kutaja aina za vielezi kutoa mifano	Maelezo kitabuni mwa wanafunzi	Uk. 65
	5	MSAMIATI	Mekoni	Kufikia mwisho wa kipindi mwanafunzi aweze kutumia msamiati wa akisami kuunda sentensi sahihi.	Kujadili msamiati -Kuunda sentensi Kufanya zoezi	Vifaa asili kama mbuzi, mwiko, uteo, susu n.k	Uk. 67
13	-	MAREJELEO	Mada zote zilizosomwa awali	Kufikia mwisho wa kipindi mwanafunzi aweze kurudia yale yote aliyojifunza ili kujitayarisha kwa mtihani wa mwisho wa muhula.	Kuuliza na kujibu maswali ya kauli naya kimaandishi.	Mazoezi ya marudio kitabuni mmwa wanafunzi	KISWAHILI KWA DARASA LA 8 –Kitabu cha wanafunzi: Kiswahili Kitukuzwe (Toleo la tatu) uk. 1-68
14	MTIHANI WA MWISHO WA MUHULA KUSAHIHISHA NA KUNAKILI MATOKEO.

Published in Class 8 Schemes of Work Term 1 2023

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Monday, 21 November 2022 07:04

I.R.E - Class 8 Schemes of Work Term 1 2023

I.R.E SCHEMES OF WORK FOR CLASS EIGHT TERM ONE 2022

Wk	LES	TOPIC/SUB-TOPIC	OBJECTIVES	T/L ACTIVITIES	TEACHING AIDS	REFERENCE	REMARK
1	1	QURAN Surah Al-inshirah.	By the end of the lesson pupils should be able to read and write the surah Al-i inshirah. in Arabic script.	Recitation. Explanation. Question and answer.	Quran Text book Chalkboard illustrations.	New beginning IRE book8 Page2 by Islam khiyer islam.
	2	QURAN Memorization of Al-inshirah	By the end of the lesson pupils should be able to memorize the surah Al-inshirah and use the surah in their daily prayers.	Recitation. Explanation. Memorization.	Quran Text book Chalkboard illustrations.	New beginning IRE book8 Page2 by Islam Khiyer Islam.
	3	QURAN Meaning of surah Al-inshirah	By the end of the lesson pupils should be able to translate surah Al-Inshrah.	Recitation. Translation. Explanation. Discussion.	Quran Text book Chalkboard illustrations.	New beginning IRE book8 Page3 & 6 by Islam Khiyer Islam.
2	1	Hadith/sunnah righteous.	By the end of the lesson pupils should be able discuss the teaching of hadith on righteousness e.g. “	Explanation. Discussion. Question and answer.	Chalkboard illustrations. Text book	New beginning IRE book8 by islam khiyer islam Page41-43.
	2	HADITH/SUNNAH Righteous.	By the end of the lesson pupils should be able to discuss the teaching of hadith on righteousness.	Explanation. Discussion. Question and answer.	Chalkboard illustrations. Text book	New beginning IRE book8 Page9 by islam khiyer islam.
	3	HADITH/SUNNAH Shukr.	By the end of the lesson pupils should be able to discuss the teaching of hadith on shanks e.g. “whoever is not thankful to people is not thankful to Allah (S.w).	Explanation. Discussion. Question and answer. Note taking.	Text book Chalkboard illustrations.	New beginning IRE book8 Page12-17 by islam khiyer islam.
3	1	HADITH/SUNNAH Corruption.	By the end of the lesson pupils should be able discuss the teaching of hadith on corruption and apply the teaching of hadith in their daily life e.g. “the cause of Allah befall on both the recipient of a bride”	Explanation. Discussion. Question and answer. Note taking.	Chalkboard illustrations. Text book	New beginning IRE book8 Page11by islam khiyer islam.
	2	Devotional acts obligations towards the dead.	By the end of the lesson pupils should be able to explain the action that one should take when taking care of a person who is sick and almost dying.	Explanation. Discussion. Question and answer.	Text book Chalkboard illustrations.	New beginning IRE book8 Page18 by islam khiyer islam.
	3	DEVOTIONAL ACTS obligations towards the dead. (after passing away)	By the end of the lesson pupils should be able to state the ritual performed to a dead Muslim.	Explanation. Discussion. Question and answer. Note taking.	Chalkboard illustrations. Text book	New beginning IRE book8 Page19 by islam khiyer islam.
4	1	DEVOTIONAL ACTS obligations towards the dead. (washing the dead) (ghusul)	By the end of the lesson pupils should be able to state the ritual performed to a dead Muslim.	Explanation. Discussion. Question and answer. Note taking.	Text book Chalkboard illustrations.	New beginning IRE book8 Page21-22 by islam khiyer islam.
	2	DEVOTIONAL ACTS obligations towards the dead. (kafan)	By the end of the lesson pupils should be able to state the ritual performed to a dead Muslim (Kafan).	Explanation. Discussion. Question and answer. Note taking.	Text book Chalkboard illustrations.	New beginning IRE book8 Page23 by islam khiyer islam.
	3	DEVOTIONAL ACTS obligations towards the dead.	By the end of the lesson pupils should be able to make a shroud for a dead male Muslim.	Explanation. Discussion. Question and answer. Note taking.	Chalkboard illustrations. Text book Piece of cloth or paper.	New beginning IRE book8 Page25 by islam khiyer islam.
5	1	DEVOTIONAL ACTS obligations towards the dead.	By the end of the lesson pupils should be able to make a shroud for a dead female Muslim.	Explanation. Discussion. Question and answer. Note taking.	Chalkboard illustrations. Text book Piece of cloth or paper.	New beginning IRE book8 Page27 by islam khiyer islam.
	2	DEVOTIONAL ACTS obligations towards the dead.	By the end of the lesson pupils should be able to state the difference between the male shroud and the female shroud.	Explanation. Discussion. Question and answer. Note taking.	Chalkboard illustrations. Text book	New beginning IRE book8 Page29 by islam khiyer islam.
	3	DEVOTIONAL ACTS obligations towards the dead. (prayer of the dead)	By the end of the lesson pupils should be able to perform the janaazah prayer without any difficult.	Explanation. Discussion. Question and answer. Note taking.	Chalkboard illustrations. Text book	New beginning IRE book8 Page29 by islam khiyer islam.
6	FORMATIVE ASSESSMENTS( written and oral tests on covered content)
7	HALF TERM
8	1	DEVOTIONAL ACTS obligations towards the dead.	By the end of the lesson pupils should be able to state steps at every point of swalatul janaazah.	Explanation. Discussion. Question and answer. Note taking.	Text book Chalkboard illustrations.	New beginning IRE book8 Page31 by islam khiyer islam.
	2	DEVOTIONAL ACTS obligations towards the dead. (Dafan)	By the end of the lesson pupils should be able to explain how burial of muslim is conducted.	Explanation. Discussion. Question and answer. Note taking.	Chalkboard illustrations. Text book	New beginning IRE book8 Page34-36 by islam khiyer islam.
	3	DEVOTIONAL ACTS obligations towards the dead.	By the end of the lesson pupils should be able to explain what takes place after burial.	Explanation. Discussion. Question and answer. Note taking.	Text book Chalkboard illustrations.	New beginning IRE book8 Page37 by islam khiyer islam.
9	1	DEVOTIONAL ACTS Halaal and haraam.	By the end of the lesson pupils should be able to state halaal and haraam acts in islam	Explanation. Discussion. Question and answer. Note taking.	Chalkboard illustrations. Text book	New beginning IRE book8 Page60-61 by islam khiyer islam.
	2	DEVOTIONAL ACTS Halaal and haraam.	By the end of the lesson pupils should be able to state halaal and haraam acts in islam	Explanation. Discussion. Question and answer.	Chalkboard illustrations. Text book	New beginning IRE book8 Page62-66 by islam khiyer islam.
	3	DEVOTIONAL ACTS Halaal and haraam.	By the end of the lesson pupils should be able to state halaal and haraam acts in islam	Explanation. Discussion. Question and answer. Note taking.	Text book Chalkboard illustrations.	New beginning IRE book8 Page67-69 by islam khiyer islam.
10	1	DEVOTIONAL ACTS Halaal and haraam.	By the end of the lesson pupils should be able to state halaal and haraam acts in islam	Explanation. Discussion. Question and answer. Note taking.	Text book Chalkboard illustrations.	New beginning IRE book8 Page69-73 by islam khiyer islam.
	2	DEVOTIONAL ACTS Justice.	By the end of the lesson pupils should be able to discuss acts of justice	Explanation. Discussion. Question and answer. Note taking.	Chalkboard illustrations. Text book	New beginning IRE book8 Page71-78 by islam khiyer islam.
	3	PILLARS OF IMAN Ihsan.	By the end of the lesson pupils should be able to state the meaning of Ihsan	Explanation. Discussion. Question and answer. Note taking.	Text book Chalkboard illustrations.	New beginning IRE book8 Page79 by islam khiyer islam.
11	1	PILLARS OF IMAN Justice and ihsan.	By the end of the lesson pupils should be able to explain the teaching of the hadith on justice and Ihsan	Explanation. Discussion. Question and answer. Note taking.	Chalkboard illustrations. Text book	New beginning IRE book8 Page74-79 by islam khiyer islam.
	2	PILLARS OF IMAN taqwa.	By the end of the lesson pupils should be able to appreciate to live in accordance to the teachings of the Holy Quran and Sunnah	Explanation. Discussion. Question and answer.	Text book Chalkboard illustrations.	New beginning IRE book8 Page 80 by islam khiyer islam.
	3	PILLARS OF IMAN taqwa.	By the end of the lesson pupils should be able to appreciate to live in accordance to the teachings of the Holy Quran and Sunnah	Explanation. Discussion. Question and answer. Note taking.	Chalkboard illustrations. Text book	New beginning IRE book8 Page80- 85 by islam khiyer islam.
12	1	MORAL TEACHING. HIV/AIDS.	By the end of the lesson pupils should be able to discuss the care that is given to HIV/AIDS victims	Explanation. Discussion. Question and answer.	Chalkboard illustrations. Text book	New beginning IRE book8 Page93by islam khiyer islam.
	2	MORAL TEACHING. HIV/AIDS.	By the end of the lesson pupils should be able to discuss the care that is given to HIV/AIDS victims	Explanation. Discussion. Question and answer.	Text book Chalkboard illustrations.	New beginning IRE book8 Page94by islam khiyer islam.
	3	MORAL TEACHING. Dua on visiting the sick.	By the end of the lesson pupils should be able to give out dua when visiting the sick	Explanation. Discussion. Question and answer. Note taking.	Chalkboard illustrations. Text book	New beginning IRE book8 Page92by islam khiyer islam.
13	1	MORAL TEACHING. Ritual cleanliness.	By the end of the lesson pupils should be able to recite hadith on personal hygiene e.g. Ritual purity is an element of faith	Explanation. Discussion. Question and answer.	Chalkboard illustrations. Text book	New beginning IRE book8 Page95by islam khiyer islam.
	2	MORAL TEACHING. Tolerance.	By the end of the lesson pupils should be able to explain situations where tolerance is applicable	Explanation. Discussion. Note taking	Chalkboard illustrations. Text book	New beginning IRE book8 Page95-96 by islam khiyer islam.
	3	FESTIVAL AND CEREMONIES month of muharram.	By the end of the lesson pupils should be able to explain the historical events in the month of muharram	Explanation. Discussion. Question and answer.	Text book Chalkboard illustrations.	New beginning IRE book8 Page102 by islam khiyer islam.
14	End - term one exams Marking , Compling, and Recording exam results

Published in Class 8 Schemes of Work Term 1 2023

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Monday, 21 November 2022 07:03

English Keynote - Class 8 Schemes of Work Term 1 2023

ENGLISH SCHEMES OF WORK FOR CLASS EIGHT TERM ONE - 2022

WK	LES	THEME	TOPIC/SUB-TOPIC	OBJECTIVE	LERNING ACTIVITIES	T/L AIDS	REFERENCE	REMARKS
1	-	General	Revisions	By the end of the lesson the learner should be able to recall content covered in previous class in preparation for std. eight work.	Asking and answering questions. Tests and quizzes	Past exam papers Trs own collections	Relevant revision materials Covered content in previous class
2	1	SOCIAL VALUES	ORAL WORK Language pattern	By the end of the lesson the learner should be able to:-use the given language pattern Who and *whose* correctly in constructing sentences.	Asking and answering oral questions. constructing simple sentences	Sentence cards Model sentences on chalkboard	Ongeri M. et al (2017 Rev. ed.) *Keynote English Std.8.* Nairobi: Longhorn Pub. ppls bk pg.
	2	‘’	ORAL WORK Vocabulary	By the end of the lesson the learner should be able : -Acquire vocabulary related to social values and use them appropriately i.ec *honesty, kindness, trust, respect*……	Recite poem MY STAND Explain meaning of words constructing simple sentences	Sentence cards Dictionary	Ppls bk 8 Pg.2
	3	‘’	READING Reading	By the end of the lesson the learner should be able to read passage :*Living with Kiboi* and answer oral/written comprehension questions	Revising the new words learnt. Reading Asking and answering oral questions.	Passage in text bk. Pictures in the Pupil’s Book Sentence cards	Ppls bk 8 Pg.2-3
	4	‘’	WRITING Written exercise	By the end of the lesson the learner should be able to give correct written answers to the exercise to reinforce language pattern learnt	Discussing the given questions orally. Asking and answering questions. Writing	Exercise in pupils text book.	Ppls bk 8 Pg.4-7
	5	‘’	WRITING Written exercise grammar	By the end of the lesson the learner should be able to give correct written answers to the grammar exercise.(-ing forms as subjects)	Writing	Exercise in pupils text book.	Ppls bk 8 Pg.4-7
	6	‘’	WRITING Continuous writing	By the end of the lesson the learner should be able to put together paragraphs to form a complete story in a neat and legible handwriting.	Outline points. Explanation Writing	Exercise in pupils text book.	Ppls bk 8 Pg.7
	7	‘’	SUPPORT ACTIVITY Grammar	By the end of the lesson the learner should be able to use question tags in the grammar exercise correctly (*question tags*)	Asking and answering Discussion	Exercise in pupils text book	Ppls bk 8 Pg.7
3	1	CAREERS	ORAL WORK Language pattern	By the end of the lesson the learner should be able to construct at least three correct sentences using language pattern: *Present simple tense describing general truths.*	Reciting a poem Constructing sentences. Asking and answering oral questions.	Sentence cards Dictionary	Ongeri M. et al (2017 Rev. ed.) *Keynote English Std.8.* Nairobi: Longhorn Pub. ppls bk pg. 18
	2	‘’	ORAL WORK Vocabulary	By the end of the lesson the learner should be able acquire further vocabulary relating to careers and use them appropriately: i.e. *career, qualification, interview, manager, job…….*	Explain meaning of words constructing simple sentences	Sentence cards Model sentences on chalkboard	Ppls bk 8 Pg.15
	3	‘’	READING Reading	By the end of the lesson the learner should be able to read the given passage (*A humble beginning*) based on careers and answer oral and written comprehension questions.	Revising the new words learnt. Reading Asking and answering oral questions.	Passage in text bk. Pictures in the Pupil’s Book Sentence cards	Ppls bk 8 Pg.15
	4	‘’	WRITING Written exercise	By the end of the lesson the learner should be able to express himself/herself in written exercise that require critical thinking using *present continuous tense*	Discussing the given questions orally. Asking and answering questions.	Exercise in pupils text book.	Ppls bk 8 Pg.15
	5	‘’	WRITING Grammar	By the end of the lesson the learner should be able to identify and use determiners (*this,these/ that,those*) appropriately	Asking and answering oral questions. Writing	Exercise in pupils text book.	Ppls bk 8 Pg.22
	6	‘’	WRITING Continuous writing	By the end of the lesson the learner should be able to rearrange sentences to retell a story in a neat and legible handwriting.	Explanation Writing	Exercise in pupils text book.	Ppls bk 8 Pg.27
	7	‘’	SUPPORT ACTIVITY Grammar	By the end of the lesson the learner should be able to identify and use determiners (*some* and any) appropriately	Asking and answering oral questions. Writing	Pictures and passage in the Pupil’s Book.	Ppls bk 8 Pg. 24
4	1	DRUG AND DRUG ABUSE	ORAL WORK Language pattern	By the end of the lesson the learner should be able to –construct at least three correct sentences using language pattern ( *phrasal verbs with get)*	Constructing sentences. Asking and answering oral questions.	Pictures in the Pupil’s Book Sentence cards	Ongeri M. et al (2017 Rev. ed.) *Keynote English Std.8.* Nairobi: Longhorn Pub. ppls bk pg. 32
	2	‘’	ORAL WORK Vocabulary	By the end of the lesson the learner should be able to construct at least three correct sentences using given vocabulary; *bhang, alcohol, smoking, trafficker, cocaine……*	Explain meaning of words constructing simple sentences	Sentence cards Model sentences on chalkboard	Ppls bk 8 Pg.29
	3	‘’	READING Reading	By the end of the lesson the learner should be able to read the given passage *( Dons story*) and demonstrate comprehension ability by answering oral and written questions.	Reading Asking and answering oral questions.	Pictures in the Pupil’s Book Sentence cards	Ppls bk 8 Pg.30
	4	‘’	WRITING Written exercise	By the end of the lesson the learner should be able to give correct written answers to the exercise to reinforce language pattern learnt.	Discussing the given questions orally. Asking and answering questions.	Exercise in pupils text book.	Ppls bk 8 Pg.34
	5	‘’	WRITING Grammar	By the end of the lesson the learner should be able to give correct written answers to the grammar exercise. (*Past perfect tense)*	Explain meaning of words constructing simple sentences	Exercise in pupils text book.	Ppls bk 8 Pg.36
	6	‘’	WRITING Continuous writing	By the end of the lesson the learner should be able to write guided composition on drug and drug abuse	Outline points. Explanation Writing	Exercise in pupils text book.	Ppls bk 8 Pg.40
	7	‘’	SUPPORT ACTIVITY Discussion	By the end of the lesson the learner should be able to give facts (points) in a discussion on drug and drug abuse	Asking and answering questions Discussion	Discussed points on chalkboard	Ppls bk 8 Pg.30-31
5	1	LIFE SKILLS	ORAL WORK Language pattern	By the end of the lesson the learner should be able to -Discuss life skills using accurate sentence structures (use of a, an and *the)*	Constructing sentences. Asking and answering oral questions. conversations	Pictures in the Pupil’s Book Sentence cards Dictionary	Ongeri M. et al (2017 Rev. ed.) *Keynote English Std.8.* Nairobi: Longhorn Pub. ppls bk pg. 42,46
	2	‘’	ORAL WORK Vocabulary	By the end of the lesson the learner should be able to discuss life skills using accurate vocabulary. ( life skills, problem solving, ……..)	Explain meaning of words constructing simple sentences	Constructing sentences using given vocabulary	Ppls bk 8 Pg.42
	3	‘’	READING Reading	By the end of the lesson the learner should be able to read the passage *( Tomorrows master tailor)* and answer oral and written comprehension questions.	Reading Asking and answering oral questions.	Pictures in the Pupil’s Book Sentence cards	Ppls bk 8 43
	4	‘’	WRITING Written exercise	By the end of the lesson the learner should be able to give correct written answers to the exercise. (Use of every and other)	Discussing the given questions orally. Asking and answering questions.	Exercise in pupils text book.	Ppls bk 8 Pg.47
	5	‘’	WRITING Written exercise Grammar	By the end of the lesson the learner should be able to give correct written answers to the grammar exercise. (Adverbs of degrees)	Answering written exercise	Exercise in pupils text book.	Ppls bk 8 Pg. 48
	6	‘’	WRITING Continuous writing	By the end of the lesson the learner should be able to complete a given story in a neat and legible handwriting.	Explanation Writing	Exercise in pupils text book.	Ppls bk 8 Pg.52
	7	‘’	SUPPORT ACTIVITY Grammar	By the end of the lesson the learner should be able to use the infinitive with/without to appropriately.	Reciting a poem Asking and answering questions	exercise in pupils text bk	Ppls bk 8 Pg.49
6	-	FORMATIVE ASSESSMENT	GENERAL	BY the end of the lesson the learner should be able to give correct answers to given test items to reinforce retention of content.	Asking and answering questions. Tests and quizzes	Exercises mid - term exams	Selected revision materials
7	HALF TERM
8	1	CHILD LABOUR	ORAL WORK Language pattern	By the end of the lesson the learner should be able to construct at least three correct sentences using language pattern; ( use of *determiners in the affirmative, interrogative and negative*)	Constructing sentences. Asking and answering oral questions.	Sentence cards Dictionary	Ongeri M. et al (2017 Rev. ed.) *Keynote English Std.8.* Nairobi: Longhorn Pub. ppls bk pg. 58
	2	‘’	ORAL WORK Vocabulary	By the end of the lesson the learner should Talk about basic child labor messages using correct vocabulary i.e *child, wages, labor……*	Explain meaning of words constructing simple sentences	Constructing sentences using given vocabulary	Ppls bk 8 Pg. 53
	3	‘’	READING Reading -	By the end of the lesson the learner should be read the play *Huduma in hospital* and identifying the evils of child labor orally and in writing	Reading Asking and answering oral and written questions.	Passage in text bk. -Pictures in the Pupil’s Book -Sentence cards	Ppls bk 8 Pg.54
	4	‘’	WRITING Written exercise	By the end of the lesson the learner should be able to give correct written answers to the exercise to reinforce language pattern learnt .	Asking and answering questions writing	Chalkboard -Exercise in pupils text book.	Ppls bk 8 Pg. 58
	5	‘’	WRITING Written exercise Grammar	By the end of the lesson the learner should be able to give correct written answers to the grammar exercise.( *the passive voice*)	Asking and answering questions writing	chalkboard	Ppls bk 8 Pg. 62
	6	‘’	WRITING Continuous writing	By the end of the lesson the learner should be able to write a formal letter in a neat and legible handwriting.	Explanation Writing	Sample letter in ppls text book	Ppls bk 8 Pg.68
	7	‘’	SUPPORT ACTIVITY Grammar	By the end of the lesson the learner should be able to give correct written answers to the grammar exercise.( *the passive voice*)	Asking and answering questions Retelling read stories	Exercise in the Pupil’s Book.	Ppls bk 8 Pg.64
9	1	REGIONAL COOPERATION	ORAL WORK Language pattern	By the end of the lesson the learner should be able to:-Construct at least three correct sentences using language pattern; *verbs followed by a present participle*	Reciting a poem Constructing sentences. Asking and answering oral questions.	Sentence cards Model sentences on chalkboard	Ongeri M. et al (2017 Rev. ed.) *Keynote English Std.8.* Nairobi: Longhorn Pub. ppls bk pg. 79
	2	‘’	ORAL WORK Vocabulary	By the end of the lesson the learner should be able to construct at least three correct sentences using vocabulary; *border, region, visa, trade, export, import………*	Explain meaning of words Constructing sentences matching words with their meaning	Exercise in pupils text book.	Ppls bk 8 Pg. 76, 78
	3	‘’	READING Reading	By the end of the lesson the learner should be able to read the passage *United we stand* fluently and answer the comprehension questions.	Reading Asking and answering oral questions.	Pictures in the Pupil’s Book Sentence cards Dictionary	Ppls bk 8 Pg.76
	4	‘’	WRITING Written exercise	By the end of the lesson the learner should be able to give correct written answers to the exercise to reinforce language pattern.	Discussing the given questions orally. Asking and answering questions.	Chalkboard Exercise in pupils text book.	Ppls bk 8 Pg.80
	5	‘’	WRITING Written exercise Grammar	By the end of the lesson the learner should be able to give correct written answers to the grammar exercise. ( the hyphen)	Discussion writing	Exercise in pupils text book.	Ppls bk 8 Pg.81
	6	‘’	WRITING Continuous writing	By the end of the lesson the learner should be able to write a report according to given guidelines in a neat and legible handwriting.	Outline points. Explanation Writing	Sample report in pupils text book.	Ppls bk 8 Pg.84
	7	‘’	SUPPORT ACTIVITY Grammar	By the end of the lesson the learner should be able to give correct written answers to the grammar exercise. ( Brackets)	Asking and answering questions Writing	Exercise in pupils text book.	Ppls bk 8 pg.82
10	1	COMMERCE AND TRADE	ORAL WORK Language pattern	By the end of the lesson the learner should be able to construct at least three correct sentences using language pattern; (determiners with uncountable nouns)	Constructing sentences. Asking and answering oral questions. conversations	Pictures in the Pupil’s Book Sentence cards Dictionary	Ongeri M. et al (2017 Rev. ed.) *Keynote English Std.8.* Nairobi: Longhorn Pub. ppls bk pg. Pg.90
	2	‘’	ORAL WORK Vocabulary	By the end of the lesson the learner should be able to construct at least three correct sentences using vocabulary relating to commerce and industry i.e *trade, price, sale, sell, goods, bargain, customer, item………*	Explain meaning of words constructing sentences filling blanks with learnt vocabulary	Exercise in pupils text book.	Ppls bk 8 Pg.86, 89
	3	‘’	READING Reading	By the end of the lesson the learner should be able to read the given passage (*The alarm clock*) fluently and answer comprehension questions.	Revising the new words learnt. Reading Answering questions.	Passage in text bk. Pictures in the Pupil’s Book	Ppls bk 8 Pg.87
	4	‘’	WRITING Written exercise	By the end of the lesson the learner should be able to use determiners *few, little, a few, a little* correctly in given written exercise.	Discussing the given questions orally. Asking and answering questions.	Exercise in pupils text book.	Ppls bk 8 Pg.91
	5	‘’	WRITING Grammar	By the end of the lesson the learner should be able to identify and correctly use *regular and irregular* verbs in a sentence	Making sentences writing	Exercise in pupils text book.	Ppls bk 8 Pg.94
	6	‘’	WRITING Continuous writing	By the end of the lesson the learner should be able to fill in a form in a sample form correctly.	Explanation filling sample form	Sample form in pupils text book.	Ppls bk 8 Pg.99
	7	‘’	SUPPORT ACTIVITY Grammar	By the end of the lesson the learner should be able to identify and correctly use *regular and irregular* verbs in a sentence	Making sentences writing	Exercise in pupils text book.	Ppls bk 8 Pg.94
11	1	COMMERCE AND TRADE	ORAL WORK Language pattern	By the end of the lesson the learner should be able to construct at least three correct sentences using language pattern; Using a verb + noun or pronoun + to + verb	Constructing sentences. Asking and answering oral questions. Reciting sentences	Model sentences on chalkboard Sentence cards	Ongeri M. et al (2017 Rev. ed.) *Keynote English Std.8.* Nairobi: Longhorn Pub. ppls bk pg. 104
	2	‘’	ORAL WORK Vocabulary	By the end of the lesson the learner should be able to construct at least three correct sentences using vocabulary relating to commerce and trade i.e *shops, stalls, kiosks*….	Explain meaning of words constructing simple sentences Reciting given sentences	Sentence cards Illustrations on the chalk board	Ppls bk 8 Pg.101, 104,
	3	‘’	READING Reading	By the end of the lesson the learner should be able to read the given passage *(Wanzau and calabashes*) fluently and accurately and answer the comprehension questions.	Reading Asking and answering oral questions.	Pictures in the Pupil’s Book Sentence cards	Ppls bk 8 Pg.101
	4	‘’	WRITING Written exercise	By the end of the lesson the learner should be able to give correct written answers to the exercise to reinforce language pattern learnt.	Discussing the given questions orally. Asking and answering questions.	Chalkboard Exercise in pupils text book.	Ppls bk 8 Pg.104
	5	‘’	WRITING Written exercise Grammar	By the end of the lesson the learner should be able to give correct written answers to the grammar exercise. ( the dash)	Answering given exercise	Exercise in pupils text book.	Ppls bk 8 Pg.105
	6	‘’	WRITING -Continuous writing	By the end of the lesson the learner should be able to write an imaginative composition in a neat and legible handwriting.	Outline points. Explanation Writing	Guidelines from text book	Ppls bk 8 Pg.107
	7	‘’	WRITING -Written exercise Grammar	By the end of the lesson the learner should be able to give correct written answers to the grammar exercise. ( *Present simple tense*)	Answering given exercise	Exercise in pupils text book.	Ppls bk 8 Pg.106
12	1	INTERNATIONAL RELATIONS	ORAL WORK Language pattern	By the end of the lesson the learner should be able to- construct at least three correct sentences using language pattern; ( using when/after/as soon as* in sentences)*	Constructing sentences. Asking and answering oral questions.	Pictures in the Pupil’s Book Sentence cards	Ongeri M. et al (2017 Rev. ed.) *Keynote English Std.8.* Nairobi: Longhorn Pub. ppls bk pg. 111
	2	‘’	ORAL WORK Vocabulary	By the end of the lesson the learner should be able to construct at least three correct sentences using vocabulary relating to clubs and societies i.e fans, race, medals, flags….	Explain meaning of words constructing simple sentences word attack exercises	Sentence cards Dictionary	Ppls bk 8 Pg.108,111
	3	‘’	READING Reading	By the end of the lesson the learner should be able to read the given passage( *International competitions*) fluently and answer the comprehension questions.	Reading Asking and answering oral questions. Discussion	Passage in text bk. Pictures in the Pupil’s Book	Ppls bk 8 Pg.109
	4	‘’	WRITING Written exercise	By the end of the lesson the learner should be able to give correct written answers to the exercise to reinforce language pattern. (Using determiners: a, an and the)	-Discussing the given questions orally. -Asking and answering questions.	Exercise in pupils text book.	Ppls bk 8 Pg.113
	5	‘’	WRITING Grammar	By the end of the lesson the learner should be able to give correct written answers to the grammar exercise. ( *comparative and superlative adjectives)*	Discussing the given questions orally. Answering given exercise	Exercise in pupils text book.	Ppls bk 8 Pg.114
	6	‘’	WRITING Continuous writing	By the end of the lesson the learner should be able to write short messages to friends according to given guidelines.	Explanation Writing Answering given exercise	Outline points on chalkboard.	Ppls bk 8 Pg.116
	7	‘’	SUPPORT ACTIVITY - Library	By the end of the lesson the learner should be able to read selected story books for leisure.	Reading Asking and answering questions Retelling read stories	story books	Stories from selected stories.
13	-	REVISION	General	By the end of the lesson the learner should be able to recall content covered in the term in preparation for end term exam	Asking and answering questions. Tests and quizzes	Past exam papers	Revision books and relevant materials
14	END TERM ONE EXAMS MARKING,COMPILING, ANALYSING AND RECORDING EXAM RESULTS

Published in Class 8 Schemes of Work Term 1 2023

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Monday, 21 November 2022 07:00

C.R.E - Class 8 Schemes of Work Term 1 2023

CRE STANDARD EIGHT SCHEMES OF WORK

		LES	TOPIC	SUB-TOPICS	OBJECTIVES	T/L ACTIVITIES	T/L RESOURCES	REFERENCES			REMARKS
1			Revision of work covered in previous class in preparation for class eight work
2		1	God’s help and self- help	The body is the temple of God	By the end of the lesson, the learner should be able to: Describe how the body is the temple of the Holy Spirit	Scripture reading Discussions Explanations Demonstrations Note taking	The Good News Bible: Romans 12:1-3, 1 Corinthians 6:13,19-20 Charts Chalkboard	Wanaswa R. & Adeli S. Primary CRE Ppls Bk 8 (moran)pg11 1
		2	God’s help and self- help	Drugs and how they are abused	By the end of the lesson, the learner should be able to: Describe how each drug is misused Describe how alcohol is misused	Scripture reading Discussions Explanations Demonstrations Note taking	The Good News Bible: Ephesians 5:18 Pictures Resource person Chalkboard	Ppls Bk 8 pg. 3
		3	God’s help and self- help	Effects of drugs on the human body	By the end of the lesson, the learner should be able to: Give the effects of drugs on the human body	Scripture reading Discussions Explanations Demonstrations Note taking	The Good News Bible: Ephesians 5:18 Resource person Chalkboard	Ppls Bk 8 pg.5
3		1	God’s help and self- help	Sexual misuse	By the end of the lesson, the learner should be able to: State types of sexual misuse and their effects	Scripture reading Discussions Explanations Demonstrations Note taking	The Good News Bible: Romans 1:24-27, 1 Corinthians 6:9-11, Galatians 5:19 Newspaper cuttings Chalkboard	Wanaswa R. &Adeli S. PrimaryCRE (moran) Ppls Bk 8 pg. 7
		2	God’s help and self- help	Effects of sexual misuse	By the end of the lesson, the learner should be able to: State the types of sexual misuse and their effects	Scripture reading Discussions Explanations Question and answer	The Good News Bible: Deuteronomy: 28:20-22 Chalkboard	Ppls Bk 8 pg. 11
		3	God’s help and self- help	Misuse of Natural resources	By the end of the lesson, the learner should be able to: Explain the effects of misuse of natural resources by human kind	Scripture reading Discussions Explanations Question and answer Nature walks	The Good News Bible Science magazines Relevant newspaper cuttings Chalkboard	Ppls Bk 8 pg. 14
4		1	God’s help and self- help	View of the traditional African society on use and misuse of God’s creation	By the end of the lesson, the learner should be able to: Describe traditional African communities’ view on use and misuse of God’s creation	Scripture reading Discussions Explanations Question and answer Story telling Note taking	The Good News Bible Resource person Chalkboard	Wanaswa R. &Adeli S. PrimaryCRE (moran) Ppls Bk 8 pg. 17
		2	God’s help and self- help	Christian teaching on use and misuse of God’s creation	By the end of the lesson, the learner should be able to: Explain the Christian teaching on use and misuse of God’s creation	Scripture reading Discussions Explanations Demonstrations Note taking	The Good News Bible: Genesis 1:11-12, 26-29, Psalms 8:6-8 Real objects: polythene bags etc. Chalkboard	Ppls Bk 8 pg. 19
		3	God’s help and self- help	Response to misuse of God’s creation	By the end of the lesson, the learner should be able to: Explain the effects of misuse of environment by humankind	Scripture reading Discussions Explanations Demonstrations Note taking	Psalms 104:16-17 Real objects e.g. seedlings hoes, brooms etc. Chalkboard	Ppls Bk 8 pg. 21
5EEK 4		1	Christianity and traditional African heritage	African stories of creation	By the end of the lesson, the learner should be able to: Narrate stories of creation in the traditional African communities	Scripture reading Discussions Explanations Story telling Question and answer	The Good News Bible: Genesis 1:4-13,27 Resource person Chalkboard	Ppls Bk 8 pg. 24
5EEK 4		2	Christianity and traditional African heritage	Relationship between the unborn, the living, the living dead and the ancestors	By the end of the lesson, the learner should be able to: State how the unborn, the living, the living dead and the ancestors are related	Scripture reading Discussions Explanations Question and answer Dramatization Note taking	The Good News Bible: Matthew 1:1-17, Genesis 13:14-18, 50:24-25 Resource person Chalkboard	Ppls Bk 8 pg. 26
5		3	Christianity and traditional African heritage	Differences between continuity of life in traditional African religion and Christianity	By the end of the lesson, the learner should be able to: Differentiate between traditional African understanding of continuity of life and the Christian understanding	Scripture reading Discussions Explanations Note taking Question and answer Field research	The Good News Bible: Thessalonians 4:4-17, 1 Corinthians 15 Resource person Charts Flash cards Chalkboard	Ppls Bk 8 pg. 27
6		1	Christianity and traditional African heritage	Respect for the life of the born and unborn	By the end of the lesson, the learner should be able to: Explain why we should respect the life of both the born and the unborn	Scripture reading Explanations Discussions Note taking Question and answer	The Good News Bible: Psalms 139:13-16 Resource person Chalkboard	Wanaswa R. &Adeli S. PrimaryCRE Ppls Bk 8 pg. 30
		2	Assessment	Continuous assessment tests	By the end of the lesson, the learner should be able to: Demonstrate knowledge of content taught in previous weeks Answer revision questions correctly	Writing	The Good News Bible Writing materials	Ppls Bk 8 pg. 1-27
		3	Christianity and traditional African heritage	Concepts of God in the traditional African society and Christianity	By the end of the lesson, the learner should be able to: Mention some concepts of God in traditional African religion and Christianity	Scripture reading Explanations Discussions Note taking Question and answer	The Good News Bible: John 1:3, 6:35, 8:12, 4:6, 15:5, Matthew 6:9 Resource person Chalkboard	Ppls Bk 8 pg. 32
7			HALF TERM
8		1	Christianity and traditional African heritage	Response to God in the traditional African society	By the end of the lesson, the learner should be able to: State the ways in which the African people responded to the creator	Scripture reading Explanations Discussions Note taking Question and answer	The Good News Bible: Isaiah 1:18-20, 9:6-7, Jeremiah 31:28-31 Real objects Chalkboard	Wanaswa R. &Adeli S. PrimaryCRE Ppls Bk 8 pg. 34
8		2	Christianity and traditional African heritage	Ways of reconciling with God in the traditional African society	By the end of the lesson, the learner should be able to: Explain how reconciliation with God was done in the traditional African society	Scripture reading Explanations Discussions Note taking Question and answer	The Good News Bible Resource person Real objects Chalkboard		Ppls Bk 8 pg.36
8		3	Christianity and traditional African heritage	Similarities between Christianity and traditional African beliefs and customs	By the end of the lesson, the learner should be able to: Describe the similarities and differences between Christianity and traditional African beliefs and customs	Scripture reading Explanations Discussions Note taking Question and answer Group activities	The Good News Bible: Hebrews 1:1, Matthew 5:17, Exodus 34:10-28 Charts Flash cards Chalkboard		Ppls Bk 8 pg. 38
9		1	Christianity and traditional African heritage	Differences between Christianity and traditional beliefs and customs	By the end of the lesson, the learner should be able to: Describe the differences between Christianity and traditional African beliefs	Scripture reading Explanations Discussions Note taking Question and answer	The Good News Bible: Exodus 20:3-5, Hebrews 10:8-10 Resource person Chalkboard			Wanaswa R. &Adeli S. PrimaryCRE Ppls Bk 8 pg. 40
		2	Jesus Christ’s victory over pain and suffering	Causes of suffering	By the end of the lesson, the learner should be able to: List causes of suffering Strive to prevent suffering	Scripture reading Explanations Discussions Note taking Question and answer	The Good News Bible: John 9:1-5, Luke 5:17-26 Relevant newspaper cuttings Chalkboard			Ppls Bk 8 pg. 46
		3	Jesus Christ’s victory over pain and suffering	Types of suffering physical suffering	By the end of the lesson, the learner should be able to: Mention types of suffering Explain various kinds of physical suffering	Scripture reading Narrations Explanations Discussions Brainstorming	The Good News Bible: John 19:1-3, Mark 5:1-10, Luke 16:19-21, Job 2:1-10 Relevant Pictures			Ppls Bk 8 pg.48
WEEK 8		1	Jesus Christ’s victory over pain and suffering	Mental and emotional suffering	By the end of the lesson, the learner should be able to: Identify various kinds of emotional suffering State various kinds of mental suffering	Scripture reading Explanations Discussions Note taking	The Good News Bible Pictures Charts Chalkboard			Wanaswa R. &Adeli S. PrimaryCRE Ppls Bk 8 pg. 49
WEEK 8		2	Jesus Christ’s victory over pain and suffering	Jesus Christ triumphs over pain and suffering	By the end of the lesson, the learner should be able to: Explain the reasons for Jesus’ suffering	Scripture reading Discussions Explanations Dramatizations	The Good News Bible: 1 Peter 2:6-21, Isaiah 53:3-5, 10-12, John 19:29-30, 20:1-10, Luke 23:26-49,24:1-12 Charts Chalkboard			Ppls Bk 8 pg. 50
	10	3	Jesus Christ’s victory over pain and suffering	Purpose of suffering	By the end of the lesson, the learner should be able to: List some of the purposes of suffering	Scripture reading Discussions Explanations Note taking Narrations	The Good News Bible: 1 Peter 3:18-22; 4:12-19 Pictures Charts Chalkboard			Ppls Bk 8 pg. 51
	11	1	Jesus Christ’s victory over pain and suffering	Martyrdom	By the end of the lesson, the learner should be able to: Describe how Christians can triumph over pain through the help of the Holy Spirit	Scripture reading Discussions Explanations Dramatizations Note taking	The Good News Bible: Acts 12:1-5, 7:54-60 Pictures Charts Portraits Chalkboard			Wanaswa R. &Adeli S. PrimaryCRE Ppls Bk 8 pg. 52
	11	2	Jesus Christ’s victory over pain and suffering	Christian suffering today	By the end of the lesson, the learner should be able to: Mention the kinds of suffering that Christians undergo today	Scripture reading Discussions Explanations Singing Prayers	The Good News Bible: 2 Corinthians 1:5 Charts Audio visual materials Chalkboard			Ppls Bk 8 pg. 53
		3		Christian suffering today	By the end of the lesson, the learner should be able to: Mention the kinds of suffering that Christians undergo today	Scripture reading Discussions Explanations Singing Prayers	The Good News Bible: 2 Corinthians 1:5 Charts Audio visual materials Chalkboard			Wanaswa R. &Adeli S. PrimaryCRE Ppls Bk 8 pg. 54
12			God’s help and self- help	Revision	By the end of the lesson, the learner should be able to review content covered on God’s help	Scripture reading Discussions Question and answer	Lessons notes Chalkboard Bible			Ppls Bk 8 pg.1-22.
13			Revision		By the end of the lesson, the learner should be able to: Demonstrate knowledge of content taught in previous weeks	Asking and answering oral questions Discussions Explanations	Lessons notes Chalkboard Bible			Wanaswa R. &Adeli S. PrimaryCRE Ppls Bk 8 pg.1-55
14		END TERM EXAMS MARKING AND COMPILING RESULTS

Published in Class 8 Schemes of Work Term 1 2023

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Tuesday, 15 November 2022 08:08

Mathematics Activities - Grade 5 Schemes of Work Term 2 2023

MATHEMATICS ACTIVITIES.

Wk	Lsn	Strand/Theme	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Ref
1	1	NUMBERS	Fractions	By the end of the sub strand, the learner should be able to; Add fractions with one renaming in different situations Use IT devices for learning more on fractions and for enjoyment Appreciate use of Fractions in real life	Why do we order fractions in real life? Where are fractions used in real life?	In pairs, groups or as individuals add and subtract two fractions by renaming one fraction using equivalent fractions In pairs, groups or as individuals pay digital games involving fractions	Equivalent fraction Board, Circular cut outs, rectangular cut outs, counters	Written exercise, oral questions, observation, group discussion
	2		Fractions	By the end of the sub strand, the learner should be able to; subtract fractions with one renaming in different situations Use IT devices for learning more on fractions and for enjoyment Appreciate use of Fractions in real life	Why do we order fractions in real life? Where are fractions used in real life?	In pairs, groups or as individuals add and subtract two fractions by renaming one fraction using equivalent fractions In pairs, groups or as individuals pay digital games involving fractions	Equivalent fraction Board, Circular cut outs, rectangular cut outs, counters	Written exercise, oral questions, observation, group discussion
	3		Decimals: place value of decimals	By the end of the sub strand, the learner should be able to; Identify place value of decimals up to thousandths in different situations Use IT devices for learning more on fractions and for enjoyment Appreciate use of decimals in real life situations	Where do you use decimals in real life? What is the importance of ordering decimals?	In pairs, groups or as individuals identify place value of decimals up to thousandths using place value chart. In pairs or groups play digital games involving decimals	Place value charts, number cards	Written exercise, oral questions, observation, group discussion
	4		Decimals: place value of decimals	By the end of the sub strand, the learner should be able to; Identify place value of decimals up to thousandths in different situations Use IT devices for learning more on fractions and for enjoyment Appreciate use of decimals in real life situations	Where do you use decimals in real life? What is the importance of ordering decimals?	In pairs, groups or as individuals identify place value of decimals up to thousandths using place value chart. In pairs or groups play digital games involving decimals	Place value charts, number cards	Written exercise, oral questions, observation, group discussion
	5		Decimals: ordering decimals	By the end of the sub strand, the learner should be able to; Order decimals up to thousandths in different situations Use IT devices for learning more on fractions and for enjoyment Appreciate use of decimals in real life situations	Where do you use decimals in real life? What is the importance of ordering decimals?	In pairs, groups or as individuals order decimals up to thousandths from smallest to largest and from largest to smallest In pairs or groups play digital games involving decimals	Place value charts, number cards	Written exercise, oral questions, observation, group discussion
2	1		Decimals: ordering decimals	By the end of the sub strand, the learner should be able to; Order decimals up to thousandths in different situations Use IT devices for learning more on fractions and for enjoyment Appreciate use of decimals in real life situations	Where do you use decimals in real life? What is the importance of ordering decimals?	In pairs, groups or as individuals order decimals up to thousandths from smallest to largest and from largest to smallest In pairs or groups play digital games involving decimals	Place value charts, number cards	Written exercise, oral questions, observation, group discussion
	2		Decimals: adding decimals	By the end of the sub strand, the learner should be able to; Order decimals up to thousandths in different situations Use IT devices for learning more on fractions and for enjoyment Appreciate use of decimals in real life situations	Where do you use decimals in real life? What is the importance of ordering decimals?	In pairs, groups or as individuals order decimals up to thousandths from smallest to largest and from largest to smallest In pairs or groups play digital games involving decimals	Place value charts, number cards	Written exercise, oral questions, observation, group discussion
	3		Decimals: subtracting decimals	By the end of the sub strand, the learner should be able to; Order decimals up to thousandths in different situations Use IT devices for learning more on fractions and for enjoyment Appreciate use of decimals in real life situations	Where do you use decimals in real life? What is the importance of ordering decimals?	In pairs, groups or as individuals order decimals up to thousandths from smallest to largest and from largest to smallest In pairs or groups play digital games involving decimals	Place value charts, number cards	Written exercise, oral questions, observation, group discussion
	4	MEASUREMENT	Length	By the end of the sub strand, the learner should be able to; Use the kilometre (km) as a unit of measuring length in real life Estimate and measure distance in kilometres in real life situations Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
	5		Length	By the end of the sub strand, the learner should be able to; Use the kilometre (km) as a unit of measuring length in real life Estimate and measure distance in kilometres in real life situations Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
3	1		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
	2		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
	3		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
	4		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
	5		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
4	1		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
	2		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
	3		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
	4		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
	5		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
5	1		Area	By the end of the sub strand, the learner should be able to; Use the square centimetre (cm²) as a unit of measuring area in real life. Use IT devices for learning more on area and for enjoyment Appreciate the use of cm² in working out area in real life.	How can you determine the area of different surfaces?	In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm²) In pairs or as individuals play digital games involving area.	Square cut outs, 1 cm squares, 1 m squares	Written exercise, oral questions, observation, group discussion
	2		Area	By the end of the sub strand, the learner should be able to; Use the square centimetre (cm²) as a unit of measuring area in real life. Use IT devices for learning more on area and for enjoyment Appreciate the use of cm² in working out area in real life.	How can you determine the area of different surfaces?	In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm²) In pairs or as individuals play digital games involving area.	Square cut outs, 1 cm squares, 1 m squares	Written exercise, oral questions, observation, group discussion
	3		Area	By the end of the sub strand, the learner should be able to; Use the square centimetre (cm²) as a unit of measuring area in real life. Use IT devices for learning more on area and for enjoyment Appreciate the use of cm² in working out area in real life.	How can you determine the area of different surfaces?	In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm²) In pairs or as individuals play digital games involving area.	Square cut outs, 1 cm squares, 1 m squares	Written exercise, oral questions, observation, group discussion
	4		Area	By the end of the sub strand, the learner should be able to; Use the square centimetre (cm²) as a unit of measuring area in real life. Use IT devices for learning more on area and for enjoyment Appreciate the use of cm² in working out area in real life.	How can you determine the area of different surfaces?	In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm²) In pairs or as individuals play digital games involving area.	Square cut outs, 1 cm squares, 1 m squares	Written exercise, oral questions, observation, group discussion
	5		Area	By the end of the sub strand, the learner should be able to; Use the square centimetre (cm²) as a unit of measuring area in real life. Use IT devices for learning more on area and for enjoyment Appreciate the use of cm² in working out area in real life.	How can you determine the area of different surfaces?	In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm²) In pairs or as individuals play digital games involving area.	Square cut outs, 1 cm squares, 1 m squares	Written exercise, oral questions, observation, group discussion
6	1		Area	By the end of the sub strand, the learner should be able to; Use the square centimetre (cm²) as a unit of measuring area in real life. Use IT devices for learning more on area and for enjoyment Appreciate the use of cm² in working out area in real life.	How can you determine the area of different surfaces?	In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm²) In pairs or as individuals play digital games involving area.	Square cut outs, 1 cm squares, 1 m squares	Written exercise, oral questions, observation, group discussion
	2		Volume	By the end of the sub strand, the learner should be able to; Identify the cubic centimetre (cm³) as a unit of measuring volume in different situations Use IT devices for learning more on volume and for enjoyment Appreciate use of cubic centimetres in measuring volume in real life	Where is volume applicable in real life?	In pairs, groups or as individuals measure the sides of a 1cm cube and identify it as a unit of measuring volume In pairs or as individuals use IT devices to play digital games involving volumes	Cubes, cuboids, videos	Written exercise, oral questions, observation, group discussion
	3		Volume	By the end of the sub strand, the learner should be able to; Identify the cubic centimetre (cm³) as a unit of measuring volume in different situations Use IT devices for learning more on volume and for enjoyment Appreciate use of cubic centimetres in measuring volume in real life	Where is volume applicable in real life?	In pairs, groups or as individuals measure the sides of a 1cm cube and identify it as a unit of measuring volume In pairs or as individuals use IT devices to play digital games involving volumes	Cubes, cuboids, videos	Written exercise, oral questions, observation, group discussion
	4		Volume	By the end of the sub strand, the learner should be able to; Work out volume of cubes and cuboids in cubic centimetres (cm3) in different situations Derive the formula for the volume of cube or cuboid as V= L × W × H practically. Appreciate use of cubic centimetres in measuring volume in real life	Where is volume applicable in real life?	In pairs, groups or as individuals to count number of cubes on the length and multiply by the number in the width and number of layers. The learners to establish the formula for volume (v) of a cube or cuboid as V=L×W×H In pairs or as individuals arrange a number of cubes along the length, width and vary the number of layers In pairs, groups or as individuals count the number of cubes used in activity above and record	Cubes, cuboids, videos	Written exercise, oral questions, observation, group discussion
	5		Volume	By the end of the sub strand, the learner should be able to; Work out volume of cubes and cuboids in cubic centimetres (cm3) in different situations Derive the formula for the volume of cube or cuboid as V= L × W × H practically. Appreciate use of cubic centimetres in measuring volume in real life	Where is volume applicable in real life?	In pairs, groups or as individuals to count number of cubes on the length and multiply by the number in the width and number of layers. The learners to establish the formula for volume (v) of a cube or cuboid as V=L×W×H In pairs or as individuals arrange a number of cubes along the length, width and vary the number of layers In pairs, groups or as individuals count the number of cubes used in activity above and record	Cubes, cuboids, videos	Written exercise, oral questions, observation, group discussion
7	1		Volume	By the end of the sub strand, the learner should be able to; Work out volume of cubes and cuboids in cubic centimetres (cm3) in different situations Derive the formula for the volume of cube or cuboid as V= L × W × H practically. Appreciate use of cubic centimetres in measuring volume in real life	Where is volume applicable in real life?	In pairs or as individuals use IT devices to play digital games involving volumes In pairs or groups establish the total number of cubes represents the volume of the cube or cuboid formed In pairs, groups or as individuals work out the volume of cubes and cuboids in cubic centimetres	Cubes, cuboids, videos	Written exercise, oral questions, observation, group discussion
	2		Volume	By the end of the sub strand, the learner should be able to; Work out volume of cubes and cuboids in cubic centimetres (cm3) in different situations Derive the formula for the volume of cube or cuboid as V= L × W × H practically. Appreciate use of cubic centimetres in measuring volume in real life	Where is volume applicable in real life?	In pairs or as individuals use IT devices to play digital games involving volumes In pairs or groups establish the total number of cubes represents the volume of the cube or cuboid formed In pairs, groups or as individuals work out the volume of cubes and cuboids in cubic centimetres	Cubes, cuboids, videos	Written exercise, oral questions, observation, group discussion
	3		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	4		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	5		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
8	1		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	2		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	3		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	4		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	5		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
9	1		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	2		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	3		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	4		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	5		Mass	By the end of the sub strand, the learner should be able to; Estimate and measure mass in grams in different situations Identify the relationship between the kilogram and the gram in real life situations 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 estimate and measure mass of items in grams using a beam balance or electronic weighing machine In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g)	Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine	Written exercise, oral questions, observation, group discussion
11	1		Mass	By the end of the sub strand, the learner should be able to; Estimate and measure mass in grams in different situations Identify the relationship between the kilogram and the gram in real life situations 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 estimate and measure mass of items in grams using a beam balance or electronic weighing machine In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g)	Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine	Written exercise, oral questions, observation, group discussion
	2		Mass	By the end of the sub strand, the learner should be able to; Estimate and measure mass in grams in different situations Identify the relationship between the kilogram and the gram in real life situations 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 estimate and measure mass of items in grams using a beam balance or electronic weighing machine In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g)	Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine	Written exercise, oral questions, observation, group discussion
	3		Mass	By the end of the sub strand, the learner should be able to; Estimate and measure mass in grams in different situations Identify the relationship between the kilogram and the gram in real life situations 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 estimate and measure mass of items in grams using a beam balance or electronic weighing machine In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g)	Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine	Written exercise, oral questions, observation, group discussion
	4		Mass	By the end of the sub strand, the learner should be able to; Estimate and measure mass in grams in different situations Identify the relationship between the kilogram and the gram in real life situations 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 estimate and measure mass of items in grams using a beam balance or electronic weighing machine In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g)	Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine	Written exercise, oral questions, observation, group discussion
	5		Mass	By the end of the sub strand, the learner should be able to; Estimate and measure mass in grams in different situations Identify the relationship between the kilogram and the gram in real life situations 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 estimate and measure mass of items in grams using a beam balance or electronic weighing machine In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g)	Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine	Written exercise, oral questions, observation, group discussion

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Tuesday, 15 November 2022 08:07

Bookmark Art and Craft Activities - Grade 5 Schemes of Work Term 2 2023

BOOKMARK ART AND CRAFT ACTIVITIES

Wk	Ls n	Strand/The me	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Ref l
1	1	INDEGINOUS KENYAN CRAFT	Weaving:	By the end of the lesson the learner should be able to Observe actual and virtual samples of items made using plain techniques Explain how to prepare stiff materials for weaving Critique own and other’s work	How do you prepare stiff materials for weaving? How do you prepare flexible materials for weaving? How do you ensure the weave structure is compacted during waving process?	Learners guided: In groups to observe actual and virtual samples of items made using plain and twined techniques. In groups to select appropriate natural weaving materials from the locality In groups to prepare the selected natural weaving materials (stiff materials or flexible materials) in groups. Display and talk about own and other’s work	Cutting tools Sisal stripping tools, weaving materials, maize stalk, reeds and twigs Bookmark Art and Craft Learners Bk. Grade 5 Pg. 29 Bookmark Art and Craft Grade 5 TG Pg. 42	Question and answer Portfolio Discussion, Observation Demonstration
	2		Weaving: weaving materials	By the end of the lesson the learner should be able to Observe actual and virtual samples of items made using plain techniques Select and prepare appropriate natural materials from the locality for weaving Critique own and other’s work	How do you prepare stiff materials for weaving? How do you prepare flexible materials for weaving? How do you ensure the weave structure is compacted during waving process?	Learners guided: In groups to observe actual and virtual samples of items made using plain and twined techniques. In groups to select appropriate natural weaving materials from the locality In groups to prepare the selected natural weaving materials (stiff materials or flexible materials) in groups. Display and talk about own and other’s work	Cutting tools Sisal stripping tools, weaving materials, maize stalk, reeds and twigs Bookmark Art and Craft Learners Bk. Grade 5 Pg. 30-32 Bookmark Art and Craft Grade 5 TG Pg. 42-43	Question and answer Portfolio Discussion, Observation Demonstration
2	1		Weaving loom	By the end of the lesson the learner should be able to a. Demonstrate using a weaving loom b. Construct and use a simple weaving loom c. Critique own and other’s work Critique own and other’s work	How do you prepare stiff materials for weaving? How do you prepare flexible materials for weaving? How do you ensure the weave structure is compacted during waving process?	Learners guided: In groups to observe actual and virtual samples of items made using plain and twined techniques. In groups to select appropriate natural weaving materials from the locality In groups to prepare the selected natural weaving materials (stiff materials or flexible materials) in groups. Display and talk about own and other’s work	Cutting tools Sisal stripping tools, weaving materials, maize stalk, reeds and twigs Bookmark Art and Craft Learners Bk. Grade 5 Pg. 33-34 Bookmark Art and Craft Grade 5 TG Pg. 43-44	Question and answer Portfolio Discussion, Observation Demonstration
	2		Weaving loom	By the end of the lesson the learner should be able to Demonstrate using a weaving loom Construct and use a simple weaving loom Critique own and other’s work	How do you prepare stiff materials for weaving? How do you prepare flexible materials for weaving? How do you ensure the weave structure is compacted during waving process?	Learners guided: In groups to observe actual and virtual samples of items made using plain and twined techniques. In groups to select appropriate natural weaving materials from the locality In groups to prepare the selected natural weaving materials (stiff materials or flexible materials) in groups. Display and talk about own and other’s work	Cutting tools Sisal stripping tools, weaving materials, maize stalk, reeds and twigs Bookmark Art and Craft Learners Bk. Grade 5 Pg. 33-34 Bookmark Art and Craft Grade 5 TG Pg. 43-44	Question and answer Portfolio Discussion, Observation Demonstration
3	1		Weaving a mat in two colours using plain and twine technique	By the end of the lesson the learner should be able to Select and prepare appropriate natural materials from the locality for weaving Weave a two-color floor mat using twine techniques for appreciation of indigenous weaving techniques Critique own and other’s work	How do you prepare stiff materials for weaving? How do you prepare flexible materials for weaving? How do you ensure the weave structure is compacted during waving process?	Learners guided: In groups to prepare the selected natural weaving materials (stiff materials or flexible materials) in groups. Individually weave a two colour floor mat using plain and twine techniques. Display and talk about own and other’s work	Cutting tools Sisal stripping tools, weaving materials, maize stalk, reeds and twigs Bookmark Art and Craft Learners Bk. Grade 5 Pg. 34-36 Bookmark Art and Craft Grade 5 TG Pg. 44-46	Question and answer Portfolio Discussion, Observation Demonstration
	2		Weaving a mat in two colours using plain and twine technique	By the end of the lesson the learner should be able to Select and prepare appropriate natural materials from the locality for weaving Weave a two-color floor mat using twine techniques for appreciation of indigenous weaving techniques Critique own and other’s work	How do you prepare stiff materials for weaving? How do you prepare flexible materials for weaving? How do you ensure the weave structure is compacted during waving process?	Learners guided: - In groups to prepare the selected natural weaving materials (stiff materials or flexible materials) in groups. Cutting tools Sisal stripping tools, weaving materials, maize stalk, reeds and twigs	Question and answer Portfolio Discussion, Observation Demonstration Individually weave a two colour floor mat using plain and twine techniques. Display and talk about own and other’s work	Bookmark Art and Craft Learners Bk. Grade 5 Pg. 34-36 Bookmark Art and Craft Grade 5 TG Pg. 44-46
4	1		Leather work: Thonging method	By the end of the lesson the learner should be able to Observe actual or virtual items made from leather and finished using Thonging for inspiration. Define the term thonging Appreciate own and others’ traditional leather work crafts	Why should the Thonging strips be cut to even thickness? How can one ensure tension during Thonging process? Why should the holes on the leather pieces to be joined be evenly spaced? How does one ensure the thongs do not unravel after knotting?	Learner guided : In groups to observe actual and virtual craft items made from leather and finished using Thonging method Individually design a pencil case transfer the design onto the leather and cut along the edges. Prepare the leather thongs to be used in finishing the pencil case.\ Punch holes as required and join the leather pieces using the thongs.	Pencils papers, tracing papers, carbon paper, pen, stiff card or paper, used leather, awl, nails, mallet, blade Bookmark Art and Craft Learners Bk. Grade 5 Pg. 38 Bookmark Art and Craft Grade 5 TG Pg. 49	Question and answer Portfolio Discussion, Observation Demonstration
	2		Leather work: Thonging method – pencil case	By the end of the lesson the learner should be able to State reasons for ensuring tension during the thonging process Design and make pencil case from leather and finish using Thonging and beading for appreciation of indigenous crafts. Appreciate own and others’ traditional leather work crafts	Why should the Thonging strips be cut to even thickness? How can one ensure tension during Thonging process? Why should the holes on the leather pieces to be joined be evenly spaced? How does one ensure the thongs do not unravel after knotting?	Learner guided : In groups to observe actual and virtual craft items made from leather and finished using Thonging method Individually design a pencil case transfer the design onto the leather and cut along the edges. Prepare the leather thongs to be used in finishing the pencil case.\ Punch holes as required and join the leather pieces using the thongs..	Pencils papers, tracing papers, carbon paper, pen, stiff card or paper, used leather, awl, nails, mallet, blade Bookmark Art and Craft Learners Bk. Grade 5 Pg. 39-42 Bookmark Art and Craft Grade 5 TG Pg. 49-52	Question and answer Portfolio Discussion, Observation Demonstration
5	1		Leather work: Thonging method-Thonging method – pencil case	By the end of the lesson the learner should be able to; State reasons for ensuring tension during the thonging process Design and make pencil case from leather and finish using Thonging and beading for appreciation of indigenous crafts. Appreciate own and others’ traditional leather work crafts	Why should the Thonging strips be cut to even thickness? How can one ensure tension during Thonging process? Why should the holes on the leather pieces to be joined be evenly spaced? How does one ensure the thongs do not unravel after knotting?	Learner guided : - In groups to observe actual and virtual craft items made from leather and finished using Thonging method Individually design a pencil case transfer the design onto the leather and cut along the edges. Prepare the leather thongs to be used in finishing the pencil case.\ Punch holes as required and join the leather pieces using the thongs..	Pencils papers, tracing papers, carbon paper, pen, stiff card or paper, used leather, awl, nails, mallet, blade Bookmark Art and Craft Learners Bk. Grade 5 Pg. 39-42 Bookmark Art and Craft Grade 5 TG Pg. 49-52	Question and answer Portfolio Discussion, Observation Demonstration
	2		Leather work: Thonging method - Thonging method – pencil case	By the end of the lesson the learner should be able to Mention reasons why thonging strips be cut to even thickness Design and make pencil case from leather and finish using Thonging and beading for appreciation of indigenous crafts. Decorate leather pencil cases Appreciate own and others’ traditional leather work crafts	Why should the Thonging strips be cut to even thickness? How can one ensure tension during Thonging process? Why should the holes on the leather pieces to be joined be evenly spaced? How does one ensure the thongs do not unravel after knotting?	Learner guided : In groups to observe actual and virtual craft items made from leather and finished using Thonging method Individually design a pencil case transfer the design onto the leather and cut along the edges. Prepare the leather thongs to be used in finishing the pencil case.\ Punch holes as required and join the leather pieces using the thongs. Decorate the leather pencil case by beading.	Pencils papers, tracing papers, carbon paper, pen, stiff card or paper, used leather, awl, nails, mallet, blade Bookmark Art and Craft Learners Bk. Grade 5 Pg. 39-42 Bookmark Art and Craft Grade 5 TG Pg. 49-52	Question and answer Portfolio Discussion, Observation Demonstration
6	1		Pottery: Coil Technique	By the end of the lesson the learner should be able to Discuss actual and virtual articles made from clay using coil technique to appreciate indigenous pottery. Name the techniques used in decorating indigenous pottery Critique own and talk and own and others’ work	What techniques are used to decorate indigenous pottery? How are coils joined when making pots? How are coils made even in pottery making? What determines the shape of a traditional pot?	Learner guided: In groups to discuss actual and virtual articles made from clay using coil technique Individually to model a pot (s) using coil technique. Individually decorate the coil pot(s) using indigenous techniques drawn from the locality. Display and talk about own and others’ work	Clay, water, containers, stick or sharp tool, hollow stick, cutting tool Bookmark Art and Craft Learners Bk. Grade 5 Pg. 44 Bookmark Art and Craft Grade 5 TG Pg. 55	Question and answer Portfolio Discussion, Observation Demonstration What determines the choice of decoration made on a pot?
	2		Pottery: modelling pottery items using coil technique	By the end of the lesson the learner should be able to Discuss actual and virtual articles made from clay using coil technique to appreciate indigenous pottery. Model a pot (s) using coil technique to acquire indigenous pottery skills Critique own and talk and own and others’ work	What techniques are used to decorate indigenous pottery? How are coils joined when making pots? How are coils made even in pottery making? What determines the shape of a traditional pot? What determines the choice of decoration made on a pot?	Learner guided: In groups to discuss actual and virtual articles made from clay using coil technique Individually to model a pot(s) using coil technique. Individually decorate the coil pot(s) using indigenous techniques drawn from the locality. Display and talk about own and others’ work	Clay, water, containers, stick or sharp tool, hollow stick, cutting tool Bookmark Art and Craft Learners Bk. Grade 5 Pg. 45-46 Bookmark Art and Craft Grade 5 TG Pg. 55-57	Question and answer Portfolio Discussion, Observation Demonstration What determines the choice of decoration made on a pot?
7	1		Pottery: Decorating modelled clay articles	By the end of the lesson the learner should be able to Define the term coil technique Decorate the pot (s) using traditional methods drawn from the locality Critique own and talk and own and others’ work	What techniques are used to decorate indigenous pottery? How are coils joined when making pots? How are coils made even in pottery making? What determines the shape of a traditional pot? What determines the choice of decoration made on a pot?	Learner guided: In groups to discuss actual and virtual articles made from clay using coil technique Individually to model a pot(s) using coil technique. Individually decorate the coil pot(s) using indigenous techniques drawn from the locality. Display and talk about own and others’ work	Clay, water, containers, stick or sharp tool, hollow stick, cutting tool Bookmark Art and Craft Learners Bk. Grade 5 Pg. 45-46 Bookmark Art and Craft Grade 5 TG Pg. 55-57	Question and answer Portfolio Discussion, Observation Demonstration What determines the choice of decoration made on a pot?
	2		Pottery: Decorating modelled clay articles	By the end of the lesson the learner should be able to Define the term coil technique Decorate the pot (s) using traditional methods drawn from the locality Critique own and talk and own and others’ work	What techniques are used to decorate indigenous pottery? How are coils joined when making pots? How are coils made even in pottery making? What determines the shape of a traditional pot? What determines the choice of decoration made on a pot?	Learner guided: In groups to discuss actual and virtual articles made from clay using coil technique Individually to model a pot(s) using coil technique. Individually decorate the coil pot(s) using indigenous techniques drawn from the locality. Display and talk about own and others’ work	Clay, water, containers, stick or sharp tool, hollow stick, cutting tool Bookmark Art and Craft Learners Bk. Grade 5 Pg. 45-46 Bookmark Art and Craft Grade 5 TG Pg. 55-57	Question and answer Portfolio Discussion, Observation Demonstration What determines the choice of decoration made on a Question and answer Portfolio Discussion, Observation Demonstrationot?
8	1	Sculpture		By the end of the lesson the learner should be able to Define the term sculpture Discuss the technique used to decorate cooking stick/ladle Display and appreciate own and others’ work	Which technique can we use to decorate a cooking stick/ladle? What determined the choice of decoration made on a cooking stick/ladle?	Learner guided: In groups to observe and identify actual and virtual articles carved from wood. Individually use available materials and tools to carve a cooking stick. Decorate the cooking stick/ladle using any two appropriate traditional techniques such as: *Smoking, polishing, texturing, burning, incising, embossing* Display, talk about and appreciate their own and others’ work	Samples of sculptural forms Samples of cooking sticks ICT devices Bookmark Art and Craft Learners Bk. Grade 5 Pg. 49 Bookmark Art and Craft Grade 5 TG Pg. 60-61	Question and answer Portfolio Discussion, Observation Demonstration
	2		Materials and tools in sculpture	By the end of the lesson the learner should be able to Define the term sculpture Discuss the technique used to decorate cooking stick/ladle Display and appreciate own and others’ work	Which technique can we use to decorate a cooking stick/ladle? What determined the choice of decoration made on a cooking stick/ladle?	Learner guided: In groups to observe and identify actual and virtual articles carved from wood. Individually use available materials and tools to carve a cooking stick. Decorate the cooking stick/ladle using any two appropriate traditional techniques such as: *Smoking, polishing, texturing, burning, incising, embossing* Display, talk about and appreciate their own and others’ work	Samples of sculptural forms Samples of cooking sticks ICT devices Bookmark Art and Craft Learners Bk. Grade 5 Pg. 49 Bookmark Art and Craft Grade 5 TG Pg. 60-61	Question and answer Portfolio Discussion, Observation Demonstration
9	1	Carving a wooden stick or ladle		By the end of the lesson the learner should be able to Carve a wooden cooking stick/ladle using softwood to acquire traditional carving skills Observe safety while using materials Display and appreciate own and others’ work	Which technique can we use to decorate a cooking stick/ladle? What determined the choice of decoration made on a cooking stick/ladle?	Learner guided: In groups to observe and identify actual and virtual articles carved from wood. Individually use available materials and tools to carve a cooking stick. Decorate the cooking stick/ladle using any two appropriate traditional techniques such as: *Smoking, polishing, texturing, burning, incising, embossing* Display, talk about and appreciate their own and others’ work	Samples of sculptural forms Samples of cooking sticks ICT devices Bookmark Art and Craft Learners Bk. Grade 5 Pg. 51 Bookmark Art and Craft Grade 5 TG Pg. 62	Question and answer Portfolio, Discussion, Observation Demonstration
	2	Decorating a wooden cooking stick		By the end of the lesson the learner should be able to Carve a wooden cooking stick/ladle using softwood to acquire traditional carving skills Observe safety while using materials Display and appreciate own and others’ work	Which technique can we use to decorate a cooking stick/ladle? What determined the choice of decoration made on a cooking stick/ladle?	Learner guided: In groups to observe and identify actual and virtual articles carved from wood. Individually use available materials and tools to carve a cooking stick. Decorate the cooking stick/ladle using any two appropriate traditional techniques such as: *Smoking, polishing, texturing, burning, incising, embossing* Display, talk about and appreciate their own and others’ work	Samples of sculptural forms Samples of cooking sticks ICT devices Bookmark Art and Craft Learners Bk. Grade 5 Pg. 53-54 Bookmark Art and Craft Grade 5 TG Pg. 63-64	Question and answer Portfolio, Discussion, Observation Demonstration
10	1	Graphic Design: Letter construction		By the end of the lesson the learner should be able to Observe actual or virtual samples of constructed 3D Roman block letters to familiarization Discuss how Roman block letters are constructed Appreciate own and others lettering	How are Roman block letters constructed? Which tools are used in constructing letters? What do you understand by 3D letters? What methods can be used in decorating letters to enhance 3 dimensional effects?	Learners guide: In groups to observe different types of letters in groups design and cut out stencils of lowercase and uppercase letters. Individually design and construct Roman block letters to write out their names Decorate the letter to create a 3D effect using varied technique for example: *Coloring, painting, cross hatching, dotting, texturing, shading, sticking objects* Display and talk about own and others work	Actual and virtual samples of constructed 2 D and 3 D letters ICT devices Bookmark Art and Craft Learners Bk. Grade 5 Pg. 56-57 Bookmark Art and Craft Grade 5 TG Pg. 67-68	Question and answer Portfolio Discussion, Observation Demonstration
	2	**Graphic Design: Construct a 3 dimensional letters**		By the end of the lesson the learner should be able to Observe actual or virtual samples of constructed 3D Roman block letters to familiarization Discuss how Roman block letters are constructed Appreciate own and others lettering	How are Roman block letters constructed? Which tools are used in constructing letters? What do you understand by 3D letters? What methods can be used in decorating letters to enhance 3 dimensional effects?	Learners guide: In groups to observe different types of letters in groups design and cut out stencils of lowercase and uppercase letters. Individually design and construct Roman block letters to write out their names Decorate the letter to create a 3D effect using varied technique for example: *Coloring, painting, cross hatching, dotting, texturing, shading, sticking objects* Display and talk about own and others work	Plain papers, rulers, pencils, crayons, paint brushes, water colours, poster Bookmark Art and Craft Learners Bk. Grade 5 Pg. 58-59 Bookmark Art and Craft Grade 5 TG Pg. 68-69	Question and answer Portfolio Discussion, Observation Demonstration
11	1	Graphic Design: Construct a 3 dimensional letters		By the end of the lesson the learner should be able to Design and construct 3D Roman block letters to acquire lettering skill Decorate the Roman block letters to create a 3D effect for self-expression Appreciate own and others lettering	How are Roman block letters constructed? Which tools are used in constructing letters? What do you understand by 3D letters? What methods can be used in decorating letters to enhance 3 dimensional effects?	Learners guide: In groups to observe different types of letters in groups design and cut out stencils of lowercase and uppercase letters. Individually design and construct Roman block letters to write out their names Decorate the letter to create a 3D effect using varied technique for example: *Coloring, painting, cross hatching, dotting, texturing, shading, sticking objects* Display and talk about own and others work	Plain papers, rulers, pencils, crayons, paint brushes, water colours, poster Bookmark Art and Craft Learners Bk. Grade 5 Pg. 58-59 Bookmark Art and Craft Grade 5 TG Pg. 68-69	Question and answer Portfolio Discussion, Observation Demonstration
	2	Graphic Design: Decorating letters using various techniques		By the end of the lesson the learner should be able to Design and construct 3D Roman block letters to acquire lettering skill Decorate the Roman block letters to create a 3D effect for self-expression Appreciate own and others lettering	How are Roman block letters constructed? Which tools are used in constructing letters? What do you understand by 3D letters? What methods can be used in decorating letters to enhance 3 dimensional effects?	Learners guide: In groups to observe different types of letters in groups design and cut out stencils of lowercase and uppercase letters. Individually design and construct Roman block letters to write out their names Decorate the letter to create a 3D effect using varied technique for example: *Coloring, painting, cross hatching, dotting, texturing, shading, sticking objects* Display and talk about own and others work	Plain papers, rulers, pencils, crayons, paint brushes, water colours, poster Bookmark Art and Craft Learners Bk. Grade 5 Pg. 59-60 Bookmark Art and Craft Grade 5 TG Pg. 70-71	Question and answer Portfolio Discussion, Observation Demonstration