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SAA NA
MAJIRA: Kuandika

Aina za Insha: Baruapepe

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua nomino katika ngeli ya I-ZI ili kuzitofautisha na nomino katika ngeli nyingine
2. kuandika nomino za ngeli ya I-ZI katika umoja na wingi
3. kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli ya I-ZI
4. Kuchangamkia kutumia nomino za ngeli ya I-ZI katika mawasiliano.

1. Unazingatia mambo gani unapoandika baruapepe?
2. Ni mambo gani unayoweza kumweleza rafiki yako katika baruapepe?

Ashiriki na wenzake

1. kujadili mada ya
2. baruapepe na vipengele vyake/yale yanayofaa kujumuishwa
3. aandike barua pepe kwa rafiki kwa kuzingatia ubora wa sentensi (sahihi kisarufi, zilizokamilika
4. kimaana, zenye kufuatana kwa kujenga wazo na zenye kuzingatia uakifishi mzuri) kuunda aya
5. ashirikeshe msamiati wa mada lengwa katika baruapepe yake
6. aandike barua pepe na kutuma wenzake na walimu ili waisome na kutathmini

Kielelezo cha insha ya Baruapepe

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

2

Sarufi

Umoja na wingi wa nomino: Ngeli I-ZI

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua nomino katika ngeli ya I-ZI ili kuzitofautisha na nomino katika ngeli nyingine
2. kuandika nomino za ngeli ya I-ZI katika umoja na wingi
3. kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli ya I-ZI
4. Kuchangamkia kutumia nomino za ngeli ya I-ZI katika mawasiliano.

1. Je, unajua nomino zipi ambazo hazibadiliki katika umoja na wingi?

Mwanafunzi:

1. Atambua nomino katika ngeli ya I-ZI kwenye kadi, mti maneno, tarakilishi au kapu la maneno (k.v. nguo- nguo, ndizi- ndizi, ndoo-ndoo na nyumbanyumba)
2. Aandike nomino katika ngeli ya I-ZI katika umoja na wingi akiwa peke yake, wawiliwawili au katika vikundi

Tarakilishi/vipakatalishi

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

a) Kutambua k.m. kwenye orodha
b) Kuambatanisha maneno lengwa
c) Kujaza mapengo
e) Kazi mradi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua nomino katika ngeli ya I-ZI ili kuzitofautisha na nomino katika ngeli nyingine
2. kuandika nomino za ngeli ya I-ZI katika umoja na wingi
3. kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli ya I-ZI
4. Kuchangamkia kutumia nomino za ngeli ya I-ZI katika mawasiliano.

• Asikize usomaji wa nomino za ngeli ya I-ZI kutoka kwenye tepurekoda au kinasasauti
• Aandike mafungu ya maneno yenye
• yenye nomino za ngeli
• ya I-ZI katika umoja na wingi
• ajaze mapango kwa kutumia kwa kutumia viambishi vya ngeli ya I-ZI kwa maandishi ya mkono au kwa tarakilishi.

• Tarakilishi/vipa katalishi
• Kinasasauti
• Rununu
• projekta
• Kapu maneno
• Mti maneno
• Kadi za maneno
• Picha za vitu mbalimbali
• Michoro
• Chati

4

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua nomino katika ngeli ya I-ZI ili kuzitofautisha na nomino katika ngeli nyingine
2. kuandika nomino za ngeli ya I-ZI katika umoja na wingi
3. kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli ya I-ZI
4. Kuchangamkia kutumia nomino za ngeli ya I-ZI katika mawasiliano.

• Asikize usomaji wa nomino za ngeli ya I-ZI kutoka kwenye tepurekoda au kinasasauti
• Aandike mafungu ya maneno yenye
• yenye nomino za ngeli
• ya I-ZI katika umoja na wingi
• ajaze mapango kwa kutumia kwa kutumia viambishi vya ngeli ya I-ZI kwa maandishi ya mkono au kwa tarakilishi.

• Tarakilishi/vipa katalishi
• Kinasasauti
• Rununu
• projekta
• Kapu maneno
• Mti maneno
• Kadi za maneno
• Picha za vitu mbalimbali
• Michoro
• Chati

1

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua viambishi vipatanishi vya ngeli ya I- ZI kwenye sentensi
2. kuunda sentensi akitumia nomino za ngeli ya I-ZI katika umoja na wingi akizingatia upatanisho wa kisarufi
3. kuonea fahari matumizi ya ngeli ya I-ZI katika mawasiliano

• Tarakilishi/vipa katalishi
• Kinasasauti
• Rununu
• projekta
• Kapu maneno
• Mti maneno
• Kadi za maneno
• Picha za vitu mbalimbali
• Michoro
• Chati

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

1. kutambua methali zinazohusu bidii ili kuzitofautisha na aina nyingine za methali
2. kueleza maana na matumizi ya methali mbalimbali zinazohusu bidii katika jamii
3. kutumia methali zinazohusubidii katika mawasiliano
4. kuchangamkia matumizi ya methali katika kuhimiza bidii

Mwanafunzi:

1. Atambue methali zinazohusu bidii (k.v. mchagua jembe si mkulima, mgagaa na upwa
2. hali wali mkavu, atafutaye hupata, anayejitahidi hufaidi, ukiona vyaelea vimeundwa) katika chati, ubao, vyombo vya kidijitali
3. ajadili maana na matumizi ya methali zinazohusu bidii na wenzake darasani

• Chati
• Michoro na picha
• Mgeni mwalikwa
• video)
• Mti maneno
• Kapu maneno mbalimbali

• Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano
• Kujibu maswali
• Maigizo
• Kutambua k.m. kwenye orodha
• Mijadala
• Mazungumzo

3

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

1. kutambua methali zinazohusu bidii ili kuzitofautisha na aina nyingine za methali
2. kueleza maana na matumizi ya methali mbalimbali zinazohusu bidii katika jamii
3. kutumia methali zinazohusubidii katika mawasiliano
4. kuchangamkia matumizi ya methali katika kuhimiza bidii

• Atoe mifano ya methali  zinazohusu bidii
• Asikilize methali zinazohusu bidii zikitumiwa kupitia vyombo vya kidijitali.
• Ashirikiane na wenzake  katika kukamilisha methali zinazohusu bidii
• Asakure mtandaoni kwa kusaidiwa na mzazi au mlezi wake ili kupata methali zaidi zinazohusu bidii na matumizi ya methali hizo.

• Chati
• Michoro na picha
• Mgeni mwalikwa
• video)
• Mti maneno
• Kapu maneno mbalimbali

• Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano
• Kujibu maswali
• Maigizo
• Kutambua k.m. kwenye orodha
• Mijadala
• Mazungumzo

4

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

1. kutambua vina na mizani katika shairi ili kuvibainisha
2. kusoma shairi akizingatia vina, mizani na ujumbe ili kuimarisha ufahamu
3. Achangamkie kusoma shairi akizingatia mapigo ya sauti.

Mwanafunzi:

1. Atambue vina na mizani katika shairi lililochapisha au la mtandaoni
2. Ajadili vina na mizani katika shairi akiwa na mwenzake au katika kikundi
3. Asirikiane na mwenzake kusoma shairi akizingatia vina, mizani na ujumbe

• Tarakilishi/vipa katalishi
• Kinasasauti
• Rununu
• projekta
• Chati
• Michoro na picha
• Mgeni mwalikwa
• video)
• Mti maneno
• Kapu maneno mbalimbali

1. Kutunga sentensi k.m. kwa kutumia msamiati lengwa
2. Kujibu maswali k.m. katika ufahamu
3. Kutoa muhtasari wa
   ufahamu au matini

1

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

1. kutambua vina na mizani katika shairi ili kuvibainisha
2. kusoma shairi akizingatia vina, mizani na ujumbe ili kuimarisha ufahamu
3. Achangamkie kusoma shairi akizingatia mapigo ya sauti.

Mwanafunzi:

1. atambue vina na mizani katika shairi lililochapisha au la mtandaoni
2. ajadili mizani katika shairi akiwa na mwenzake au katika kikundi
3. ashirikiane na mwenzake kusoma shairi akizingatia vina, mizani na ujumbe
4. asikilize shairi likisomwa kwa mahadhi kwenye vifaa vya kidijitali au na mgeni mwalikwa na kujadili vina, mizani na ujumbe wake
5. ashirikiane na wenzake kutafuta mashairi mtandaoni na kujadili vina, mizani na ujumbe uliomo

• Tarakilishi/vi pakatalishi
• Kinasasauti
• Rununu
• projekta
• Kinasasauti
• Rununu
• projekta
• Nakala ya shairi
• kamusi

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

2

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua insha za maelezo katika matini mbalimbali
2. kuandika insha ya maelezo kwa kufuata kanuni zifaazo
3. Kuchangamkia utunzi mzuri wa insha ili kuimarisha uandishi.

Mwanafunzi:

1. Atambue vifungu vya  maelezo vilivyoandikwa kwenye matini mbalimbali au tarakilishi
2. Ashiriki na wenzake kujadili mada ya insha na muundo wa insha ya maelezo
3. Ajadiliane na wenzake kuhusu mambo muhimu yanayojenga mpangilio mzuri wa mawazo katika insha
4. Aandike insha ya maelezo mtandaoni na kuisambaza kwa wenzake na mwalimu ili
5. kuisoma na kuitathmini
6. Awasome wenzake insha  aliyoandika ili kuitolea maoni.

• asikilize shairi likisomwa kwa mahadhi kwenye vifaa vya kidijitali au na mgeni mwalikwa na kujadili vina, mizani na ujumbe wake
• ashirikiane na wenzake kutafuta mashairi mtandaoni na kujadili vina, mizani na ujumbe uliomo
• Kielelezo cha insha ya maelezo

• Kuandika tungo mbalimbali
• Wanafunzi kufanyiana tathmini
• Potfolio
• Shajara
• Mijadala kuhusu vidokezo vya insha

3

1. kutambua insha za maelezo katika matini mbalimbali
2. kuandika insha ya maelezo kwa kufuata kanuni zifaazo
3. Kuchangamkia utunzi mzuri wa insha ili kuimarisha uandishi.

• Kielelezo cha insha ya
• masimulizi
• Kielelezo cha insha ya
• maelezo
• Kielelezo cha insha ya wasifu
• Nakala ya barua ya kirafiki
• Nakala ya barua rasmi

• Kuandika tungo mbalimbali
• Wanafunzi kufanyiana tathmini
• Potfolio
• Shajara
• Mijadala kuhusu vidokezo vya insha

4

1. kutambua nomino katika ngeli ya U-ZI
2. kuandika nomino za ngeli ya U-ZI katika umoja na wingi
3. kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya U-ZI
4. Kuchangamkia kutumia nomino za ngeli ya U-ZI katika mawasiliano.

Mwanafunzi:

1. Atambue nomino katika  ya U-ZI kwenye kadi, mti wa maneno, tarakilishi au kapu la maneno (k.m. UziNyuzi, Ukuta-Kuta, Uta- Nyuta, ubavu-mbavu, wakatinyakati, ukucha-kucha na ufunguo- funguo, wimbonyimbo)

• Tarakilishi/vipa katalishi
• Kinasasauti
• Rununu
• projekta
• Kapu maneno
• Mti maneno
• Kadi za maneno
• Picha za vitu mbalimbali
• Michoro
• Chati
• Mabango

1

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua nomino katika ngeli ya U-ZI
2. kuandika nomino za ngeli ya U-ZI katika umoja na wingi
3. kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya U-ZI
4. Kuchangamkia kutumia nomino za ngeli ya U-ZI katika mawasiliano.

• Andike mino katika ngeli ya U-ZI katika umoja nawingi akiwa peke yake, wawiliwawili au katika vikundi
• Asiikilize usomaji wa nomino  za ngeli ya U-ZI kutoka kwenye tepurekoda au kinasasauti
• Andike mafungu ya maneno yenye nomino za ngeli ya U-ZI katika umoja na wingi
• Ajaze pengo kwa kutumia viambishi vya ngeli ya U-ZI kwa maandishi ya mkono au kwa tarakilishi.

• Tarakilishi/vipa katalishi
• Kinasasauti
• Rununu
• projekta
• Kapu maneno
• Mti maneno
• Kadi za maneno
• Picha za vitu mbalimbali
• Michoro

2

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua nomino katika ngeli ya U-ZI
2. kuandika nomino za ngeli ya U-ZI katika umoja na wingi
3. kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya U-ZI
4. Kuchangamkia kutumia nomino za ngeli ya U-ZI katika mawasiliano.

• Andike mino katika ngeli ya U-ZI katika umoja nawingi akiwa peke yake, wawiliwawili au katika vikundi
• Asiikilize usomaji wa nomino  za ngeli ya U-ZI kutoka kwenye tepurekoda au kinasasauti
• Andike mafungu ya maneno yenye nomino za ngeli ya U-ZI katika umoja na wingi
• Ajaze pengo kwa kutumia viambishi vya ngeli ya U-ZI kwa maandishi ya mkono au kwa tarakilishi.

• Tarakilishi/vipa katalishi
• Kinasasauti
• Rununu
• projekta
• Kapu maneno
• Mti maneno
• Kadi za maneno
• Picha za vitu mbalimbali
• Michoro
• Chati
• Mabango

3

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

1. kukariri shairi kwa kuzingatia matamshi na mahadhi mbalimbali
2. kueleza maana ya msamiati uliotumiwa katika shairi
3. kutumia msamiati uliotumiwa katika shairi kuboresha masiliano
4. kuonyesha ufahamu wa ujumbe katika shairi kwa kujibu maswali
5. Kuchangamkia ushairi kama njia ya kujieleza kwa  ufasaha.

Mwanafunzi:

1. Akariri shairi kuhusu mada lengwa (maadili) kwa kuzingatia matamshi na mahadhi mbalimbali
2. Asikilize shairi lengwa lengwa 
3. likikaririwa au kuimbwa na mwalimu, mgeni mwalikwa (mghani) au kupitia vifaa vya kidijitali ashirikiane na wenzake
4. kukariri au kuimba shairi kwa mahadhi mbalimbali

• Chati
• Michoro na picha
• Mgeni mwalikwa
• video)
• Mti maneno
• Kapu maneno
• Vitabu mbalimbali

• Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano
• Kujibu maswali
• Maigizo
• Kutambua k.m. kwenye orodha
• Mijadala
• Mazungumzo

4

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

1. kukariri shairi kwa kuzingatia matamshi na mahadhi mbalimbali
2. kueleza maana ya msamiati uliotumiwa katika shairi
3. kutumia msamiati uliotumiwa katika shairi kuboresha masiliano
4. kuonyesha ufahamu wa ujumbe katika shairi kwa kujibu maswali
5. Kuchangamkia ushairi Kama njia ya kujieleza Kwa ufasaha.

1. Atambue msamiati  uliotumika katika ushairi kuhusu maadili (k.m. haki, usawa, heshima na uwajibikaji) na kuueleza akiwa peke yake au kwa kushirikiana na wenzake ashirikiane na wenzake kujadili ujumbe katika shairi
2. ajibu maswali yanayotokana  na shairi alilosikiliza, aliloimba au kukariri

• Chati
• Michoro na picha
• Mgeni mwalikwa
• video)
• Mti maneno
• Kapu maneno
• Vitabu mbalimbali

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

1

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. Kutambua makala ya kusoma katika maktaba ili kuimarisha uchaguzi bora wa Makala
2. kusoma makala mbalimbali ili kujenga ufasaha wa lugha
3. kufurahia kusoma makala mbalimbali ili kujenga ufasaha wa lugha

• Unapenda kusoma makala ya aina gani?
• Ni ujumbe upi uliopata kwenye makala uliyowahi kusoma?

Mwanafunzi:

1. Achague makala atakayosoma katika maktaba e makala ya aina mbalimbali yakujichagulia liane na wenzake kuhusu makala aliyoyasoma na alichojifunza kutokana na makala hayo
2. Atumie kamusi kupata maana za msamiati uliotumika katika makala.
3. Asaidiwe na mzazi au mlezi wake kupata makala zaidi na kuyasoma ili kujenga mazoea ya usomaji.

• Tarakilishi/vi pakatalishi
• Kinasasauti
• Rununu
• projekta
• Kinasasauti
• Rununu
• projekta
• Nakala ya shairi
• kamusi

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

2

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. Kutambua makala ya kusoma katika maktaba ili kuimarisha uchaguzi bora wa Makala
2. kusoma makala mbalimbali ili kujenga ufasaha wa lugha
3. kufurahia kusoma makala mbalimbali ili kujenga ufasaha wa lugha

• Unapenda kusoma makala ya aina gani?
• Ni ujumbe upi uliopata kwenye makala uliyowahi kusoma?

Mwanafunzi:

1. Achague makala atakayosoma katika maktaba e makala ya aina mbalimbali ya kujichagulia liane na wenzake kuhusu makala aliyoyasoma na alichojifunza kutokana na makala hayo
2. Atumie kamusi kupata maana za msamiati uliotumika katika makala.
3. Asaidiwe na mzazi au mlezi wake kupata makala zaidi na kuyasoma ili kujenga mazoea ya usomaji.

• Tarakilishi/vi pakatalishi
• Kinasasauti
• Rununu
• projekta
• Kinasasauti
• Rununu
• projekta
• Nakala ya shairi
• kamusi

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

3

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

1. kutambua vipengele vya kimuundo vya insha za wasifu
2. kuandika insha ya wasifu kwa kuzingatia muundo na mtindo ufaao
3. kufurahia uandishi wa insha za wasifu ili kukuza stadi ya kuandika

Mwanafunzi:

1. Atazame makala za insha za wasifu kwenye chapa au kwenye tarakilishi.
2. Atambue vipengele muhimu vya kimuundo kama vile kichwa, mwili, hitimisho
3. Ajadili na wenzake kuhusu kinachoweza
4. kuandikiwa katika insha ya wasifu (k.v. mtu,kitu, mnyama na mahali)

• Kuandika tungo mbalimbali
• Wanafunzi kufanyiana tathmini
• Potfolio
• Shajara
• Mijadala kuhusu vidokezo vya insha

4

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

1. kutambua vipengele vya kimuundo vya insha za wasifu
2. kuandika insha ya wasifu kwa kuzingatia muundo na mtindo ufaao
3. kufurahia uandishi wa insha za wasifu ili kukuza stadi ya kuandika

1. Ajadili na wenzake kuhusu mada mbalimbali zinazoweza kutungiwa insha za wasifu k.m. mwanafunzi mwadilifu, mtu aliyeshinda tuzo kwa wadilifu wake n.k.
2. Andike insha ya wasifu isiyopungua maneno 150 daftarini au kwenye tarakilishi.
3. Aasome wenzake kuhusu aliyoiandika ili kuitathmini

• Kuandika tungo mbalimbali
• Wanafunzi kufanyiana tathmini
• Potfolio
• Shajara
• Mijadala kuhusu vidokezo vya insha

1

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua nomino katika ngeli ya UYA ili kuzitofautisha na nomino katika ngeli nyingine
2. kuandika nomino za ngeli ya U-YA katika umoja na wingi
3. Kuchangamkia kutumia nomino za ngeli ya U-YA katika mawasiliano.

Mwanafunzi:

1. Atambue nomino katika ya U-YA kwenye kadi, mti wa maneno, tarakilishi au kapu la maneno (kama vile upishi, ulezi, ugonjwa) aandike nomino katika ngeli ya U-YA katika umoja na wingi akiwa peke yake, wawiliwawili au katika vikundi
2. Asikilize usomaji  wa nomino za ngeli ya U-YA kutoka kwenye tepurekoda au kinasa sauti

• Tarakilishi/vipa katalishi
• Kinasasauti
• Rununu
• projekta
• Kapu maneno
• Mti maneno
• Kadi za maneno
• Picha za vitu mbalimbali
• Michoro
• Chati
• Mabango

2

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kuandika nomino za ngeli ya U-YA katika umoja na wingi
2. kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli ya U- YA
3. Kuchangamkia kutumia nomino za ngeli ya U-YA katika mawasiliano.

Mwanafunzi:

1. Asikilize usomaji  wa nomino  za ngeli ya U-YA kutoka kwenye tepurekoda au kinasa sauti
   1. Aandikemafungu ya meneno yenye nomino za ngeli ya UYA katika umoja na wingi ajaze mapengo kwa kutumia viambishi vya ngeli ya U-YA kwa maandishi ya mkono au kwa tarakilishi

• Tarakilishi/vipa katalishi
• Kinasasauti
• Rununu
• projekta
• Kapu maneno
• Mti maneno
• Kadi za maneno
• Picha za vitu mbalimbali
• Michoro
• Chati
• Mabango

3

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua viambishi vipatanishi vya ngeli ya U- YA kwenye sentensi
2. kuunda sentensi akitumia nomino za ngeli ya U-YA katika umoja na wingi akizingatia upatanisho wa kisarufi
3. kufurahia matumizi ya ngeli ya U-YA katika mawasiliano

Mwanafunzi:

1. Atambue viambishi vya ngeli ya U-YA katika sentensi kwa kuvipigia mstari daftarini mwake au kuvikoleza rangi katika tarakilishi
2. Atumie nomino za ngeli ya U-YA katika sentensi akiwa peke yake, wawiliwawili au katika vikundi

• Tarakilishi/vipa katalishi
• Kinasasauti
• Rununu
• projekta
• Kapu maneno
• Mti maneno
• Kadi za maneno
• Picha za vitu mbalimbali
• Michoro
• Chati
• Mabango

4

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua viambishi vipatanishi vya ngeli ya U- YA kwenye sentensi
2. kuunda sentensi akitumia nomino za ngeli ya U-YA katika umoja na wingi akizingatia upatanisho wa kisarufi
3. kufurahia matumizi ya ngeli ya U-YA katika mawasiliano

1. Asikize usomaji wa sentensi zilizoundwa kutokana na nomino za ngeli ya U-YA kutoka kwenye tepurekoda au kinasa sauti
2. aunde sentensi kwa kutumia  nomino ya ngeli ya UYA akiwa peke yake au kwa kushirikiana na wengine
3. ajaze mapango kwa kutumia viambishi vya ngeli ya U-YA
4. kwa maandishi ya mkono au tarakilishi

• Tarakilishi/vipa katalishi
• Kinasasauti
• Rununu
• projekta
• Kapu maneno
• Mti maneno
• Kadi za maneno
• Picha za vitu mbalimbali
• Michoro
• Chati
• Mabango

1

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua nahau za usafi na mazingira katika matini mbalimbali
2. kufafanua maana ya nahau mbalimbali za kazi na ushirikiano kwa kutoa mifano
3. kutumia nahau za usafi na mazingira katika mawasiliano
4. Kuthamini matumizi ya nahau za usafi na mazingira katika mawasiliano.

• Je, ni nahau zipi zinahusu usafi?
• Je, ni nahau zipi zinahusu mazingira?

Mwanafunzi:

1. Atambue nahau za usafi na mazingira (k.v. angua kucha, penga kamasi, piga deki, piga mswaki, chokonoa meno, futa vumbi) katika chati, michoro, picha, vikapu maneno, mti maneno, chati, kamusi na katika vyombo vya kidijitali
2. Ashiriki katika kujadili na wenzake maana za nahau za usafi na mazingira na kutoa mifano

• Chati
• Michoro na picha
• Mgeni mwalikwa(video)
• Mti maneno
• Kapu maneno

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

2

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua nahau za usafi na mazingira katika matini mbalimbali
2. kufafanua maana ya nahau mbalimbali za kazi na ushirikiano kwa kutoa mifano
3. kutumia nahau za usafi na mazingira katika mawasiliano
4. Kuthamini matumizi ya nahau za usafi na mazingira katika mawasiliano.

• Je, ni nahau zipi zinahusu usafi?
• Je, ni nahau zipi zinahusu mazingira?

• Chati
• Michoro na picha
• Mgeni mwalikwa(video)
• Mti maneno
• Kapu maneno
• Vitabu mbalimbali

• Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano
• Kujibu maswali
• Maigizo
• Kutambua k.m. kwenye orodha
• Mijadala
• Mazungumzo

3

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

1. kutambua matini anazotaka kusoma kwenye maktaba
2. kusoma matini ili kufaidika na ujumbe na lugha inayotumiwa
3. kufurahia usomaji wa matini za aina mbalimbali ili kujenga utamaduni wa kusoma

• Unapenda kusoma matini ya aina gani?
• Ni vipi unavyoweza kupata matini ya kusoma?
• Kusoma aina mbalimbali za matini kuna umuhimu gani?

Mwanafunzi:

1. Atambue aina mbalimbali za  matini (kama vile vitabu, magazeti, na majarida) kwenye maktaba, tarakilishi au kadi za katalogi.
2. Achague matini atakvyosoma
3. Asome matini kimyakimya ili kupata ujumbe uliopo na kufaidi matumizi ya lugha.
4. Asimulie ujumbe kutokana na matini alizosoma kwa wenzake.
5. Ajadiliane na wenzake matini alizosoma ili kuchochea hamu ya usomaji wa mapana miongoni mwao.

• Tarakilishi/vi pakatalishi
• Kinasasauti
• Rununu
• projekta
• Kinasasauti
• Rununu
• projekta
• Nakala ya shairi
• kamusi

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

4

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

1. kutambua matini anazotaka kusoma kwenye maktaba
2. kusoma matini ili kufaidika na ujumbe na lugha inayotumiwa
3. kufurahia usomaji wa matini za aina mbalimbali ili kujenga utamaduni wa kusoma

• Unapenda kusoma matini ya aina gani?
• Ni vipi unavyoweza kupata matini ya kusoma?
• Kusoma aina mbalimbali za matini kuna umuhimu gani?

Mwanafunzi:

1. Atambue aina mbalimbali za  matini (kama vile vitabu, magazeti, na majarida) kwenye maktaba, tarakilishi au kadi za katalogi.
2. Achague matino atakavyosoma
3. Asome i kimyakimya   ili kupata ujumbe uliopo na kufaidi matumizi ya lugha.
4. Asimulie ujumbe kutokana na matini alizosoma kwa wenzake.
5. Ajadiliane na a wenzake matini alizosoma ili kuchochea hamu ya usomaji wa mapana miongoni mwao.

• Tarakilishi/vi pakatalishi
• Kinasasauti
• Rununu
• projekta
• Kinasasauti
• Rununu
• projekta
• Nakala ya shairi
• kamusi

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

1

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

1. kutambua matini anazotaka kusoma kwenye maktaba
2. kusoma matini ili kufaidika na ujumbe na lugha inayotumiwa
3. kufurahia usomaji wa matini za aina mbalimbali ili kujenga utamaduni wa kusoma

• Unapenda kusoma matini ya aina gani?
• Ni vipi unavyoweza kupata matini ya kusoma?
• Kusoma aina mbalimbali za matini kuna umuhimu gani?

• Achague matino atakavyosoma
• Asome i kimyakimya   ili kupata ujumbe uliopo na kufaidi matumizi ya lugha.
• Asimulie ujumbe kutokana na matini alizosoma kwa wenzake.
• Ajadiliane na a wenzake matini alizosoma ili kuchochea hamu ya usomaji wa mapana miongoni mwao.

• Tarakilishi/vi pakatalishi
• Kinasasauti
• Rununu
• projekta
• Kinasasauti
• Rununu
• projekta
• Nakala ya shairi
• kamusi

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

2

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

1. kutambua insha za maelezo katika matini mbalimbali
2. kuandika insha ya maelezo kwa kuzingatia muundo na mtindo ufaao
3. kuchangamkia utungaji wa insha za maelezo ili kuimarisha uandishi bora

• Kuandika tungo mbalimbali
• Wanafunzi kufanyiana tathmini
• Potfolio
• Shajara
• Mijadala kuhusu vidokezo vya insha

3

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

1. kutambua insha za maelezo katika matini mbalimbali
2. kuandika insha ya maelezo kwa kuzingatia muundo na mtindo ufaao
3. kuchangamkia utungaji wa insha za maelezo ili kuimarisha uandishi bora

Andike insha ya maelezo 

1. isiyopungua maneno 150 akizingatia anwani, mpangilio mzuri wa mawazo, hati safi, tahajia, kanuni za kisarufi, uakifishaji mwafaka na kwa lugha ya kiubunifu unaojumuisha methali na nahau alizojifunza awali
2. atunge insha ya maelezo mtandaoni na kuisambaza kwa wenzake na mwalimu ili kuisoma na kuitathmini
3. awasomee wenzake insha aliyoandika ili kuisikiliza na kuitathmini

• Kuandika tungo mbalimbali
• Wanafunzi kufanyiana tathmini
• Potfolio
• Shajara
• Mijadala kuhusu vidokezo vya insha

4

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua nomino katika ngeli ya KU-KU
2. kuandika nomino za ngeli ya KU-KU katika umoja na wingi
3. kuchangamkia kutumia nomino za ngeli ya KUKU katika mawasiliano

Mwanafunzi: Atambue nomino katika ngeli ya KU-KU (kama vile kupika, kufyeka, kuzuru, kukariri, kufua) kwenye kadi, mti wa maneno, tarakilishi au kapu la maneno

Aandike nomino katika ngeli ya KU-KU katika umoja na wingi akiwa peke yake, wawiliwawili au katika vikundi

• Tarakilishi/vipa katalishi
• Kinasasauti
• Rununu
• projekta
• Kapu maneno
• Mti maneno
• Kadi za maneno
• Picha za vitu mbalimbali
• Michoro
• Chati
• Mabango

1

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kuandika nomino za ngeli ya KU-KU katika umoja na wingi
2. kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli yaKU- KU
3. kuchangamkia kutumia nomino za ngeli ya KUKU katika mawasiliano

• Asikize usomaji  wa nomino 
• za ngeli ya KU-KU kutoka kwenye tepurekoda au kinasa sauti
• aandike mafungu ya maneno yenye nomino za ngeli ya KU-
• KU katika umoja na wingi
• Ajaze pengo kwa kutumia viambishi vya ngeli ya KU-KU kwa maandishi ya mkono au kwa tarakilishi.

• Tarakilishi/vipa katalishi
• Kinasasauti
• Rununu
• projekta
• Kapu maneno
• Mti maneno
• Kadi za maneno
• Picha za vitu mbalimbali
• Michoro
• Chati
• Mabango

2

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua viambishi vipatanishi vya ngeli ya KUKU kwenye sentensi
2. kuunda sentensi akitumia nomino za ngeli ya KU-KU katika umoja na wingi akizingatia upatanisho wa kisarufi
3. kufurahia matumizi ya ngeli ya KU-KU katika mawasiliano

Mwanafunzi:

1. Atambue viambishi vya ngeli ya KU-KU katika sentensi kwa kuvipigia mstari au kuvikoleza rangi katika tarakilishi
2. Atumie nomino katika ngeli ya KU-KU katika sentensi akiwa peke yake,wawiliwawili au katika vikundi
3. Asikize usomaji wa sentensi zilizoundwa kutokana na nomino za ngeli ya KU-KU kutoka kwenye tepurekoda au kinasa sauti

• Tarakilishi/vipa katalishi
• Kinasasauti
• Rununu
• projekta
• Kapu maneno
• Mti maneno
• Kadi za maneno
• Picha za vitu mbalimbali
• Michoro
• Chati
• Mabango

3

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua viambishi vipatanishi vya ngeli ya KUKU kwenye sentensi
2. kuunda sentensi akitumia nomino za ngeli ya KU-KU katika umoja na wingi akizingatia upatanisho wa kisarufi
3. kufurahia matumizi ya ngeli ya KU-KU katika mawasiliano

• Aunde sentensi kutumia  nomino ya ngeli ya KUKU akiwa peke yake au kwa kushirikiana na wenzake
• ajaze mapengo viambishi vya ngeli ya KU-KU kwa maandishi ya mkono au tarakilishi.

• Tarakilishi/vipa katalishi
• Kinasasauti
• Rununu
• projekta
• Kapu maneno
• Mti maneno
• Kadi za maneno
• Picha za vitu mbalimbali
• Michoro
• Chati
• Mabango

4

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua viambishi vipatanishi vya ngeli ya KUKU kwenye sentensi
2. kuunda sentensi akitumia nomino za ngeli ya KU-KU katika umoja na wingi akizingatia upatanisho wa kisarufi
3. kufurahia matumizi ya ngeli ya KU-KU katika mawasiliano

Mwanafunzi:

• Atambue maneno matatu matatu yenye maana sawa (k.v. nyumbani- kiamboni, mastakimuni, chengoni.
• Barabara- tariki, gurufa, baraste. Jitimaihuzuni, kihoro, simanzi) kwa kutumia kapu la maneno, kadi za maneno, mti maneno, kuburura kwa kutumia tarakilishi, n.k. matatu yenye maana sawa akiwa peke yake au kwa kujadiliana na wenzake

• Chati
• Michoro na picha
• Mgeni mwalikwa
• video)
• Mti maneno
• Kapu maneno
• Vitabu mbalimbali

• Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano
• Kujibu maswali
• Maigizo
• Kutambua k.m. kwenye orodha
• Mijadala
• Mazungumzo

1

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua maneno matatu yenye maana sawa katika kundi la maneno
2. kutumia visawe ifaavyo katika mawasiliano
3. kuthamini matumizi ya maneno matatu yenye maana sawa katika mawasiliano

katika kapu maneno, mti maneno, ubao, chati, vyombo vya kidijitali, kadi maneno n.k ahusishe visawe na vifaa halisi, picha, michoro kwenye chati, kitabu au katika vyombo vya kidijitali n.k. mbalimbali katika vikundi vya wanafunzi wawiliwawili au zaidi atumie kisawe kimoja kuchukua nafasi ya kingine katika sentensi.

• Chati
• Michoro na picha
• Mgeni mwalikwa
• video)
• Mti maneno
• Kapu maneno
• Vitabu mbalimbali

• Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano
• Kujibu maswali
• Maigizo
• Kutambua k.m. kwenye orodha
• Mijadala
• Mazungumzo

2

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kutambua mchezo wa kuigiza katika matini
2. kusoma mchezo mfupi wa kuigiza kwa ufasaha
3. kueleza maana ya msamiati uliotumiwa katika mchezo wa kuigiza
4. Kufurahia kusoma michezo na kuigiza.

• Umewahi kusoma michezo ipi ya kuigiza?
• Unakumbuka nini katika mchezo uliowahi kuusoma?
• Kusoma michezo ya kuigiza kuna umuhimu gani?

Mwanafunzi:

• Aeleze maana ya mchezo wa kuigiza akiwa peke yake, wawiliwawili au katika kikundi
• Aigize mchezo wa kuigiza, wahusika na maelekezo katika matini mbalimbali kama vile vitabu, chati na vilevile kwa kutumia tarakilishi
• Atambue mchezo wa kuigiza akizingatia wahusika, maelekezo na ujumbe
• Ashiriki katika majadiliano kuhusu msamiati wa suala lengwa (ndege wa porini) uliotumiwa katika mchezo wa kuigiza (k.v. chiriku, kasuku, tai, korongo, mwewe na kanga)

• Tarakilishi/vi pakatalishi
• Kinasasauti
• Rununu
• projekta
• Kinasasauti
• Rununu
• projekta
• Nakala ya shairi
• kamusi

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

3

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

1. kueleza maana ya msamiati uliotumiwa katika mchezo wa kuigiza
2. kuonyesha ufahamu wa mchezo wa kuigiza kwa kujibu maswali
3. kuigiza mchezo mfupi ili kukuza uwezo wa kujieleza
4. Kufurahia kusoma michezo na kuigiza.

• Umewahi kusoma michezo ipi ya kuigiza?
• Unakumbuka nini katika mchezo uliowahi kuusoma?
• Kusoma michezo ya kuigiza kuna umuhimu gani?

Atazame mchezo mfupi wa kuigiza ukiigizwa darasani au kwenye vifaa vya kidijitali aigize mchezo mfupi aliousoma akishirikiana na wenzake ashiriki mjadala kuhusu ujumbe unaojitokeza kwenye mchezo wa kuigiza

Asome michezo ya kuigiza kwenye mtandao ashiriki katika kutoa muhtasari wa mchezo aliousoma kuuliza na kujibu maswali ya ufahamu

• Tarakilishi/vi pakatalishi
• Kinasasauti
• Rununu
• projekta
• Kinasasauti
• Rununu
• projekta
• Nakala ya shairi
• kamusi

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

4

Kufikia mwisho wa mada ndogo,mwanafunzi aweze,

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

• Kielelezo cha insha ya
• masimulizi

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

Wk

Lsn

Strand/The me

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Ref l

1

1

PEOPLE AND POPULATION

Importance on interdependence of language groups in Kenya

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

1. Develop communication messages on the benefits of interdependence of language groups in Kenya
2. explain the benefits of interdependence of language groups in Kenya
3. desire to live peacefully with others

How do different language groups interact?

Develop in groups, communication messages on the benefits of interdependence of language groups in Kenya and post them in strategic places in school

• Local and extended environment
• Maps
• Photographs,
• Pictures and paintings
• Flash cards and posters
• TV/video/films/s lides/ Internet sources
• Live Radio Broadcasts

a) Oral Questions
b) Teacher made tests
c) Observation
d)  Project Work
e) Anecdotal Records
f)Checklist
g) Portfolio.

2

Population Distribution In Kenya

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

1. describe population distribution in Kenya
2. locate areas of high and low population density in Kenya
3. appreciate population distribution in Kenya

How is the settlement of people across Kenya?

Learners are guided to:

• Brainstorm in groups, areas of high and low population density in Kenya
• Identify areas of high and low population density in Kenya using appropriate media

Local and extended environment

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

1. Oral Questions
2. Teacher made tests Observation

3

Population Distribution In Kenya

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

1. describe population distribution in Kenya
2. locate areas of high and low population density in Kenya
3. appreciate population distribution in Kenya

How is the settlement of people across Kenya?

• Shade in pairs , areas of low and high population density using a  sketch map of Kenya
• Summarize in groups, population distribution in Kenya and share in class.

• Local and extended environment
• Maps
• Photographs, pictures and paintings
• Flash cards and posters
• TV/video/films/s lides/ Internet sources
• Live Radio Broadcasts 

1. Oral Questions
2. Teacher made tests Observation

2

1

Population Distribution In Kenya

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

1. describe population distribution in Kenya
2. locate areas of high and low population density in Kenya
3. appreciate population distribution in Kenya

• Draw a map of Kenya and show areas of high and low population density and display in class
• Play computer games on population distribution in Kenya.

• Local and extended environment
• Maps
• Photographs, pictures and paintings
• Flash cards and posters
• TV/video/films/s lides/ Internet sources
• Live Radio Broadcasts 

1. Oral Questions
2. Teacher made tests Observation

2

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

1. identify resources in Kenya
2. collect samples of resources found in Kenya
3. care for resources within the school environment

Learners are guided to:

• Identify resources found in Kenya such as land, minerals, water and forests and using appropriate media
• Take a nature walk around the school locality to identify resources and share their findings in class.

• Local and extended environment
• Photographs, pictures and paintings
• Flash cards and posters
• TV/video/films/s lides/ Internet sources
• Live Radio Broadcasts 

1. Oral Questions
2. Teacher made tests
3. Observation
4. Project Work
5. Checklist
6. Portfolio

3

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

1. identify resources in Kenya
2. collect samples of resources found in Kenya
3. care for resources within the school environment

• Brainstorm in groups to identify resources found in Kenya
• Find out how resources are cared for within the  locality
• Care for trees and soil within the school environment
• Collect samples of resources found within the environment and display them in class
• Write a poem on the resources found in Kenya

• Local and extended environment
• Photographs, pictures and paintings

1. Oral Questions
2. Teacher made tests
3. Observation
4. Project Work
5. Checklist
6. Portfolio

1

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

1. Differentiate between subsistence and small scale farming in Kenya
2. describe the characteristics of subsistence and small scale farming in Kenya
3. desire to practice farming as an economic activity

Learners are guided to :

• Brainstorm in pairs on the difference between subsistence and small scale farming
• Find out from relevant sources the characteristics of subsistence farming

• Local and extended environment
• Maps
• Photographs, pictures and paintings
• Live Radio Broadcasts

1. Oral Questions
2. Teacher made tests
3. Observation
4. Project Work
5. Checklist
6. Portfolio

2

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

1. Differentiate between subsistence and small scale farming in Kenya
2. describe the characteristics of subsistence and small scale farming in Kenya
3. desire to practice farming as an economic activity

Learners are guided to :

• Brainstorm in pairs on the difference between subsistence and small scale farming
• Find out from relevant sources the characteristics of subsistence farming

• Local and extended environment
• Maps
• Photographs, pictures and paintings
• Live Radio Broadcasts

1. Oral Questions
2. Teacher made tests
3. Observation
4. Project Work
5. Checklist
6. Portfolio

3

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

1. Differentiate between subsistence and small scale farming in Kenya
2. describe the characteristics of subsistence and small scale farming in Kenya
3. desire to practice farming as an economic activity

Learners are guided to :

• Brainstorm in pairs on the difference between subsistence and small scale farming
• Find out from relevant sources the characteristics of subsistence farming
• Develop in groups, a sack garden at school

• Local and extended environment
• Maps
• Photographs, pictures and paintings
• Live Radio Broadcasts

1. Oral Questions
2. Teacher made tests
3. Observation
4. Project Work
5. Checklist
6. Portfolio

1

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

1. identify factors that favour dairy farming in Kenya
2. locate areas where dairy farming is practiced in Kenya
3. appreciate the importance of dairy farming in our country

Learners are guided to:

• Use appropriate media to identify the dairy farming areas in Kenya
• Draw a map of Kenya and indicate areas where dairy farming is practiced

• Local and extended environment
• Maps
• Photographs, pictures and paintings
• Live Radio Broadcasts

1. Oral Questions
2. Teacher made tests
3. Observation
4. Project Work
5. Checklist
6. Portfolio

2

By the end of the sub strand

the learner should be able to;

1. state the benefits of dairy farming in our country
2. locate areas where dairy farming is practiced in Kenya
3. appreciate the importance of dairy farming in our country

• Brainstorm in pairs, on the benefits of dairy farming in Kenya
• Find out from relevant sources the benefits of dairy farming and write short notes

• Local and extended environment
• Maps
• Photographs, pictures and paintings
• Live Radio Broadcasts

1. Oral Questions
2. Teacher made tests
3. Observation
4. Project Work
5. Checklist
6. Portfolio

3

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

1. explain challenges facing dairy farming in Kenya
2. make posters on dairy animals
3. appreciate the importance of dairy farming in our country

• Undertake an imaginary visit to a dairy farm and do a write up on challenges facing dairy farming in Kenya
• Develop a poster on dairy animals

• Local and extended environment
• Maps
• Photographs, pictures and paintings
• Live Radio Broadcasts

1. Oral Questions
2. Teacher made tests
3. Observation
4. Project Work
5. Checklist
6. Portfolio

1

Horticulture in Kenya

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

1. Identify the crops grown under horticulture in Kenya
2. locate areas where horticulture is practiced in Kenya
3. develop desire to grow horticulture crops

Learners are guided to

• Brainstorm in pairs to identify the crops grown under horticulture in Kenya and share in class
• Share experiences on horticultural crops 
• Locate areas where horticulture is practiced in Kenya using appropriate media

• Local and extended environment
• Maps
• Photographs, pictures and paintings
• Live Radio Broadcasts

1. Oral Questions
2. Teacher made tests
3. Observation
4. Project Work
5. Checklist
6. Portfolio

2

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

1. Identify the crops grown under horticulture in Kenya
2. locate areas where horticulture is practiced in Kenya
3. develop desire to grow horticulture crops

Learners are guided to

• Brainstorm in pairs to identify the crops grown under horticulture in Kenya and share in class
• Share experiences on horticultural crops 
• Locate areas where horticulture is practiced in Kenya using appropriate media

• Local and extended environment
• Maps
• Photographs, pictures and paintings
• Live Radio Broadcasts

1. Oral Questions
2. Teacher made tests
3. Observation
4. Project Work
5. Checklist
6. Portfolio

3

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

1. Identify the crops grown under horticulture in Kenya
2. locate areas where horticulture is practiced in Kenya
3. develop desire to grow horticulture crops

• Discuss in groups the contribution of horticulture to the economy of Kenya
• Develop communication messages on importance of horticultural crops

• Local and extended environment
• Maps
• Photographs, pictures and paintings
• Live Radio Broadcasts

1. Oral Questions
2. Teacher made tests
3. Observation
4. Project Work
5. Checklist
6. Portfolio

1

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

1. identify the main inland fishing grounds in Kenya
2. describe methods of inland fishing in Kenya
3. appreciate fish as source of food and income

Learners are guided to:

• Identify the main inland fishing grounds in Kenya using digital resources/print media
• Draw a map of Kenya showing the main inland fishing grounds

• Local and extended environment
• Maps
• Photographs, pictures
• Flash cards and posters
• Internet sources

• Oral Questions
• Teacher made tests
• Project Work

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

1. identify the main inland fishing grounds in Kenya
2. describe methods of inland fishing in Kenya
3. appreciate fish as source of food and income

Learners are guided to:

• Discuss in groups methods of inland fishing in Kenya and report in class
• Illustrate in groups fishing methods used in Kenya, display in class and do gallery walk to appreciate each other’s work

• Local and extended environment
• Maps
• Photographs, pictures
• Flash cards and posters
• Internet sources

• Oral Questions
• Teacher made tests
• Project Work

3

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

1. identify the main inland fishing grounds in Kenya
2. describe methods of inland fishing in Kenya
3. appreciate fish as source of food and income

• Find out from relevant sources in groups the contribution of fishing to the economy of Kenya and write a summary
• Engage with a resource person on the methods of inland fishing in Kenya
• Develop posters, in pairs, on the importance of fishing in Kenya and share with members of the community

• Local and extended environment
• Maps
• Photographs, pictures
• Flash cards and posters
• Internet sources

• Oral Questions
• Teacher made tests
• Project Work

1

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

1. identify the main inland fishing grounds in Kenya
2. describe methods of inland fishing in Kenya
3. appreciate fish as source of food and income

• Find out from relevant sources in groups the contribution of fishing to the economy of Kenya and write a summary
• Engage with a resource person on the methods of inland fishing in Kenya
• Develop posters, in pairs, on the importance of fishing in Kenya and share with members of the community

• Local and extended environment
• Maps
• Photographs, pictures
• Flash cards and posters
• Internet sources

• Oral Questions
• Teacher made tests
• Project Work

2

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

1. Identify modern forms of transport in Kenya
2. observe safety when using roads
3. appreciate role of modern forms of transport in development

Learners are guided to:

• Brainstorm in pairs to identify modern forms of transport in Kenya
• Identify modern forms of transport in Kenya using appropriate media
• Write down modern forms of transport identified and share in class

• Local and extended environment
• Maps
• Photographs, pictures
• Flash cards and posters
• Internet sources

• Oral Questions
• Teacher made tests
• Project Work

3

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

1. Identify modern forms of transport in Kenya
2. observe safety when using roads
3. appreciate role of modern forms of transport in development

Learners are guided to:

• Brainstorm in pairs to identify modern forms of transport in Kenya
• Identify modern forms of transport in Kenya using appropriate media
• Write down modern forms of transport identified and share in class

• Local and extended environment
• Maps
• Photographs, pictures
• Flash cards and posters
• Internet sources

• Oral Questions
• Teacher made tests
• Project Work

1

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

1. Identify modern forms of transport in Kenya
2. observe safety when using roads
3. appreciate role of modern forms of transport in development

Learners are guided to:

• Brainstorm in pairs to identify modern forms of transport in Kenya
• Identify modern forms of transport in Kenya using appropriate media
• Write down modern forms of transport identified and share in class

• Local and extended environment
• Maps
• Photographs, pictures
• Flash cards and posters
• Internet sources

• Oral Questions
• Teacher made tests
• Project Work

2

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

1. Identify modern forms of transport in Kenya
2. observe safety when using roads
3. appreciate role of modern forms of transport in development

Learners are guided to:

• Brainstorm in pairs to identify modern forms of transport in Kenya
• Identify modern forms of transport in Kenya using appropriate media
• Write down modern forms of transport identified and share in class

• Local and extended environment
• Maps
• Photographs, pictures
• Flash cards and posters
• Internet sources

• Oral Questions
• Teacher made tests
• Project Work

3

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

1. Identify modern forms of transport in Kenya
2. observe safety when using roads
3. appreciate role of modern forms of transport in development

• Find out ways of observing road safety in Kenya using digital resources/appropriate media and write a report.
• Visit a nearby children’s traffic park to learn more about road safety

• Local and extended environment
• Maps
• Photographs, pictures
• Flash cards and posters
• Internet sources

• Oral Questions
• Teacher made tests
• Project Work

1

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

1. identify modern means of communication in Kenya
2. describe modern means of communication in Kenya
3. appreciate the modern means of communication in Kenya

Learners to be guided to:

• Identify, in groups modern means of communication such as mobile phones, internet, television, radio and newspapers using appropriate media.
• Describe in groups modern means of communication in Kenya using digital resources/ print media

• Local and extended environment
• Maps
• Photographs, pictures
• Flash cards and posters
• Internet sources

1. Oral Questions
2. Teacher made tests
3. Observation
4. Project Work
5. Checklist
6. Portfolio

2

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

1. identify modern means of communication in Kenya
2. describe modern means of communication in Kenya
3. appreciate the modern means of communication in Kenya

Learners to be guided to:

• Identify, in groups modern means of communication such as mobile phones, internet, television, radio and newspapers using appropriate media.
• Describe in groups modern means of communication in Kenya using digital resources/ print media

• Local and extended environment
• Maps
• Photographs, pictures
• Flash cards and posters
• Internet sources

1. Oral Questions
2. Teacher made tests
3. Observation
4. Project Work
5. Checklist
6. Portfolio

3

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

1. identify modern means of communication in Kenya
2. describe modern means of communication in Kenya
3. appreciate the modern means of communication in Kenya

Learners to be guided to:

• Identify, in groups modern means of communication such as mobile phones, internet, television, radio and newspapers using appropriate media.
• Describe in groups modern means of communication in Kenya using digital resources/ print media

• Local and extended environment
• Maps
• Photographs, pictures
• Flash cards and posters
• Internet sources

1. Oral Questions
2. Teacher made tests
3. Observation
4. Project Work
5. Checklist
6. Portfolio

1

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

1. differentiate between a game reserve and a national park
2. draw and locate game reserves and national parks on a map of Kenya
3. desire to conserve our country’s wildlife

Learners are guided to:

1. Brain storm in groups on the difference between a game reserve and a national park
2. Draw a map of Kenya, locate and label game reserves and national parks and display in class

• Local and extended environment
• Maps
• Photographs, pictures
• Flash cards and posters
• Internet sources

1. Oral Questions
2. Teacher made tests
3. Observation
4. Project Work
5. Checklist
6. Portfolio

2

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

1. differentiate between a game reserve and a national park
2. draw and locate game reserves and national parks on a map of Kenya
3. desire to conserve our country’s wildlife

Discuss in groups the importance of wildlife in Kenya and do a presentation in class

• Think, pair and share on who is a tourist.
• Identify tourist attractions in Kenya using appropriate media
• Brainstorm and list down the contribution of tourism to the economy of Kenya

• Local and extended environment
• Maps
• Photographs, pictures
• Flash cards and posters
• Internet sources

1. Oral Questions
2. Teacher made tests
3. Observation
4. Project Work
5. Checklist
6. Portfolio

3

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

1. differentiate between a game reserve and a national park
2. draw and locate game reserves and national parks on a map of Kenya
3. desire to conserve our country’s wildlife

Discuss in groups the importance of wildlife in Kenya and do a presentation in class

• Think, pair and share on who is a tourist.
• Identify tourist attractions in Kenya using appropriate media
• Brainstorm and list down the contribution of tourism to the economy of Kenya

• Local and extended environment
• Maps
• Photographs, pictures
• Flash cards and posters
• Internet sources

1. Oral Questions
2. Teacher made tests
3. Observation
4. Project Work
5. Checklist
6. Portfolio

1

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

1. explain contributions of tourism to the economy of our country
2. outline ways of promoting tourism in the country
3. desire to conserve our country’s wildlife

• Debate on the contribution of tourism to the economy of Kenya
• Find out from parents/guardians and elders ways of promoting tourism in Kenya
• Visit a nearby tourist attraction site and write a report
• Write an essay on the importance of Museum as a cultural tourist attraction in Kenya

• Local and extended environment
• Maps
• Photographs, pictures
• Flash cards and posters
• Internet sources

1. Oral Questions
2. Teacher made tests
3. Observation
4. Project Work
5. Checklist
6. Portfolio

2

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

1. explain contributions of tourism to the economy of our country
2. outline ways of promoting tourism in the country
3. desire to conserve our country’s wildlife

• Debate on the contribution of tourism to the economy of Kenya
• Find out from parents/guardians and elders ways of promoting tourism in Kenya
• Visit a nearby tourist attraction site and write a report
• Write an essay on the importance of Museum as a cultural tourist attraction in Kenya

• Local and extended environment
• Maps
• Photographs, pictures
• Flash cards and posters
• Internet sources

1. Oral Questions
2. Teacher made tests
3. Observation
4. Project Work
5. Checklist
6. Portfolio

3

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

1. Identify major minerals found in the Country
2. draw a map of Kenya and locate major minerals
3. appreciate the importance of minerals found in our country

Learners are guided to:

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

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

1. Oral Questions
2. Teacher made tests
3. Observation

Wk

Ls n

Strand/ Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Ref l

1

1

LIVING THINGS

Skeleton and Muscles Functions of human skeleton

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

1. State the parts of a human beings skeleton
2. Describe the functions of the skeleton in human beings.
3. Develop interest in caring for human skeleton

1. What is the main function of the human skeleton?

• Learners are guided to watch a video to observe the parts of human skeleton (Skull, backbone, ribcage, limb bones). NB: Detailed structure not required
• Learners are guided to discuss the functions of human skeleton (Skull, backbone, ribcage, limb bones).

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 44

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

2

Skeleton and Muscles Functions of human skeleton

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

1. State the parts of a human beings skeleton
2. Describe the functions of the skeleton in human beings.
3. Develop interest in caring for human skeleton

1. What is the main function of the human skeleton?

• Learners are guided to watch a video to observe the parts of human skeleton (Skull, backbone, ribcage, limb bones). NB: Detailed structure not required
• Learners are guided to discuss the functions of human skeleton (Skull, backbone, ribcage, limb bones).

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 44

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

3

The breathing system
Parts of a human breathing system

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

1. identify parts of the human breathing system
2. draw and label the parts of the human breathing system
3. Develop interest in protecting the breathing system.

1. How can we prevent most of the illnesses of the breathing system?

In groups leaners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm)

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 47

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

2

1

The breathing system 
Parts of a human breathing system

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

1. identify parts of the human breathing system
2. draw and label the parts of the human breathing system
3. Develop interest in protecting the breathing system.

In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm)

In groups learners discuss the functions of each part of the human breathing system (Nose, trachea, lungs, and diaphragm.) Note: - Mechanisms of breathing in and out not required

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 48

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

2

The breathing system 
Parts of a human breathing system

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

1. identify parts of the human breathing system
2. draw and label the parts of the human breathing system
3. Develop interest in protecting the breathing system.

In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm)

In groups learners discuss the functions of each part of the human breathing system (Nose, trachea, lungs, and diaphragm.) Note: - Mechanisms of breathing in and out not required

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 48

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

3

The breathing system

Human breathing system

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

1. identify parts of the human breathing system
2. draw and label the parts of the human breathing system
3. Develop interest in protecting the breathing system.

In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm)

In groups learners discuss the functions of each part of the human breathing system (Nose, trachea, lungs, and diaphragm.) Note: - Mechanisms of breathing in and out not required

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 48

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

4

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

1. identify parts of the human breathing system
2. draw and label the parts of the human breathing system
3. Develop interest in protecting the breathing system.

In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm)

In groups learners discuss the functions of each part of the human breathing system (Nose, trachea, lungs, and diaphragm.) Note: - Mechanisms of breathing in and out not required

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 48

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

1

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

1. identify parts of the human breathing system
2. draw and label the parts of the human breathing system
3. Develop interest in protecting the breathing system.

In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm)

learners discuss causes, signs, symptoms and prevention of diseases that affect the human breathing system (Colds, influenza, tuberculosis, pneumonia, asthma, coughs).

Note: - Mechanisms of breathing in and out not required

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 48

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

2

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

1. identify parts of the human breathing system
2. draw and label the parts of the human breathing system
3. Develop interest in protecting the breathing system.

In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm)

learners discuss causes, signs, symptoms and prevention of diseases that affect the human breathing system (Colds, influenza, tuberculosis, pneumonia, asthma, coughs).

Note: - Mechanisms of breathing in and out not required

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 48

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

3

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

1. identify parts of the human breathing system
2. draw and label the parts of the human breathing system
3. Develop interest in protecting the breathing system.

In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm)

learners discuss causes, signs, symptoms and prevention of diseases that affect the human breathing system (Colds, influenza, tuberculosis, pneumonia, asthma, coughs).

Note: - Mechanisms of breathing in and out not required

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 48

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

4

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

1. identify parts of the human breathing system
2. draw and label the parts of the human breathing system
3. Develop interest in protecting the breathing system.

In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm)

learners discuss causes, signs, symptoms and prevention of diseases that affect the human breathing system (Colds, influenza, tuberculosis, pneumonia, asthma, coughs).

Note: - Mechanisms of breathing in and out not required

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 48

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

1

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

1. identify parts of the human breathing system
2. draw and label the parts of the human breathing system
3. Develop interest in protecting the breathing system.

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 48

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

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

1. identify parts of the human breathing system
2. draw and label the parts of the human breathing system
3. Develop interest in protecting the breathing system.

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 48

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

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

1. explain what is water borne disease
2. State some of the water borne diseases
3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required

1. How do water borne diseases spread?
2. How can typhoid, bilharzia dysentery and cholera be prevented?

Discuss the meaning of water borne and soil transmitted diseases.

Learners to use digital devices to learn more about waterborne diseases, internal and external parasites.

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 53-54

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

4

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

1. explain what is water borne disease
2. State some of the water borne diseases
3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required

1. How do water borne diseases spread?
2. How can typhoid, bilharzia dysentery and cholera be prevented?

Discuss the meaning of water borne and soil transmitted diseases.

Learners are guided to identify the causes of (Typhoid, Bilharzia, Cholera and dysentery)

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 53-54

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

1

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

1. explain what is water borne disease
2. State some of the water borne diseases
3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required

1. How do water borne diseases spread?
2. How can typhoid, bilharzia dysentery and cholera be prevented?

Discuss the meaning of water borne and soil transmitted diseases.

Learners are guiided to identify the causes of (Typhoid, Bilharzia, Cholera and dysentery)

discuss cause, signs, symptoms and preventive measures of typhoid, bilharzia, cholera

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 53-54

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

2

External body parasite

Soil Transmitted diseases

1. explain what is water borne disease
2. State some of the water borne diseases
3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required

1. How do water borne diseases spread?
2. How can typhoid, bilharzia dysentery and cholera be prevented?

Learners are guided to discuss the signs and symptoms of (scabies, lice and jiggers)

Learners to the digital devices to learn more about waterborne diseases, internal and external parasites.

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 53-54

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

3

External body parasite

Soil Transmitted diseasesBy the end of the lesson the learner should be able to:

1. explain what is water borne disease
2. State some of the water borne diseases
3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required

1. How do water borne diseases spread?
2. How can typhoid, bilharzia dysentery and cholera be prevented?

discuss the signs and symptoms of (scabies, lice and jiggers)

learners use digital devices to learn more about waterborne diseases, internal and external parasites.

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 54-55

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

4

External body parasite

Soil Transmitted diseases

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

1. explain what is water borne disease
2. State some of the water borne diseases
3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required

1. How do water borne diseases spread?
2. How can typhoid, bilharzia dysentery and cholera be prevented?

discuss the signs and symptoms of (scabies, lice and jiggers)

learners use digital devices to learn more about waterborne diseases, internal and external parasites.

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 54-55

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

1

Internal body parasites Causes of internal parasites

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

1. explain what is water borne disease
2. State some of the water borne diseases
3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required

1. How do water borne diseases spread?
2. How can typhoid, bilharzia dysentery and cholera be prevented?

Learners are guided to discuss cause, signs and symptoms of common internal parasites (round worms, pinworms, tape worms, hook worms).

Learners to the digital devices to learn more about waterborne diseases, internal and external parasites.

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 54-56

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

2

Internal body parasites Causes of internal parasites

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

1. explain what is water borne disease
2. State some of the water borne diseases
3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required

1. How do water borne diseases spread?
2. How can typhoid, bilharzia dysentery and cholera be prevented?

Learners are guided to discuss cause, signs and symptoms of common internal parasites (round worms, pinworms, tape worms, hook worms).

Learners to the digital devices to learn more about waterborne diseases, internal and external parasites.

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 54-56

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

3

Internal body parasites
Management of internal parasites

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

1. explain what is water borne disease
2. State some of the water borne diseases
3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required

1. How do water borne diseases spread?
2. How can typhoid, bilharzia dysentery and cholera be prevented?

Learners are guided to discuss cause, signs and symptoms of common internal parasites (round worms, pinworms, tape worms, hook worms).

Learners to the digital devices to learn more about waterborne diseases, internal and external parasites.

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 54-56

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

4

Making a chart on internal and external parasites

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

1. explain what is water borne disease
2. State some of the water borne diseases
3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required

1. How do water borne diseases spread?
2. How can typhoid, bilharzia dysentery and cholera be prevented?

Learners are guided to discuss cause, signs and symptoms of common internal parasites (round worms, pinworms, tape worms, hook worms).

Learners to the digital devices to learn more about waterborne diseases, internal and external parasites.

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 54-56

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

1

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

1. Identify solid waste
2. Differentiate between waste that decompose easily and waste that does not decompose.
3. Appreciate the need for proper management of solid waste in the environment.

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 60-61

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

2

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

1. Identify solid waste
2. Differentiate between waste that decompose easily and waste that does not decompose.
3. Appreciate the need for proper management of solid waste in the environment.

guided to discuss ways of managing different types of waste in their locality (To include Re-using, Re-cycling and Reducing).

Hint: Include common waste in school and environment such as kitchen, animal waste, plastics, e-waste, metals and glasses

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 61-62

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

3

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

1. Identify solid waste
2. Differentiate between waste that decompose easily and waste that does not decompose.
3. Appreciate the need for proper management of solid waste in the environment.

guided to discuss ways of managing different types of waste in their locality (To include Re-using, Re-cycling and Reducing).

Hint: Include common waste in school and environment such as kitchen, animal waste, plastics, e-waste, metals and glasses

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 61-62

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

4

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

1. Identify solid waste
2. Differentiate between waste that decompose easily and waste that does not decompose.
3. Appreciate the need for proper management of solid waste in the environment.

devices access and observe ways of managing different types solid of waste.

measures in solid waste management in their locality Precaution: Learners to use protective gear and tools when handling waste

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 62-63

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

1

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

1. Use proper safety measures in solid waste management.
2. Appreciate the need for proper management of solid waste in the environment.
3. Collect waste in the school and dispose it off appropriately.

devices access and observe ways of managing different types solid of waste.

measures in solid waste management in their locality Precaution: Learners to use protective gear and tools when handling waste

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 64

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

2

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

1. Make toys or ornaments from solid waste
2. Appreciate the need for proper management of solid waste in the environment.
3. Observe safety while waste material

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 64

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

3

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

1. Define the term word processing
2. Identify the various word processing
3. Discuss the use word in the community
4. appreciate the use of Word documents in their everyday life

Project 2:

making of toys or ornaments from solid waste

Learners are guided on safety

measures in solid waste management in their locality Precaution: Learners to use protective gear and tools when handling waste

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 64

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

4

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

1. Define the term word processing
2. Identify the various word processing
3. Discuss the use word in the community
4. appreciate the use of Word documents in their everyday life

1. How can you save and retrieve a document stored in your computing device?
2. What are some of the safety measures to be observed when using a computing device?

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 68-69

1. Word practical tasks
2. Typing
3. Document formatting

1

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

1. Define the term word processing
2. Identify the various word processing
3. Discuss the use word in the community
4. appreciate the use of Word documents in their everyday life

1. How can you save and retrieve a document stored in your computing device?
2. What are some of the safety measures to be observed when using a computing device?

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 69

1. Word practical tasks
2. Typing
3. Document formatting

2

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

1. Define the term word processing
2. Identify the various word processing
3. Discuss the use word in the community
4. appreciate the use of Word documents in their everyday life

1. How can you save and retrieve a document stored in your computing device?
2. What are some of the safety measures to be observed when using a computing device?

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 68-69-70

1. Word practical tasks
2. Typing
3. Document formatting

3

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

1. Define the term word processing
2. Identify the various word processing
3. Discuss the use word in the community
4. appreciate the use of Word documents in their everyday life

1. How can you save and retrieve a document stored in your computing device?
2. What are some of the safety measures to be observed when using a computing device?

Using computing devices, learners to practice how to create Word documents and key in information.

using computing devices, learners to practice how to edit Word document.

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 70-73

1. Word practical tasks
2. Typing
3. Document formatting

4

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

1. Define the term word processing
2. Identify the various word processing
3. Discuss the use word in the community
4. appreciate the use of Word documents in their everyday life

1. How can you save and retrieve a document stored in your computing device?
2. What are some of the safety measures to be observed when using a computing device?

Using computing devices, learners to practice how to create Word documents and key in information.

using computing devices, learners to practice how to edit Word document.

• Realia
• Pictures
• Videos
• Digital devices
• Models
• Super minds Scie. and Tech Learners Bk. Pg. 31
• Super minds Scie. and Tech TG Pg. 70-73

1. Word practical tasks
2. Typing
3. Document formatting

1

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

1. save and retrieve a document from a computing device
2. Create a personal journal in word.
3. observe safety when using computing devices in their locality
4. appreciate the use of Word documents in their everyday life

1. How can you save and retrieve a document stored in your computing device?
2. What are some of the safety measures to be observed when using a computing device?

Using computing devices, learners to practice how to edit Word document.

learners to practice how to save and retrieve documents stored in different locations of their computing devices

in groups, learners to discuss and observe safety precautions when using computing devices.

Project: Create and maintain a personal journal covering one term in word.

Computing devices, tablets. Desktops and laptops

• Super minds Scie. and Tech Learners Bk. Pg. 80
• Super minds Scie. and Tech TG Pg. 73

2

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

1. save and retrieve a document from a computing device
2. Create a personal journal in word.
3. observe safety when using computing devices in their locality
4. appreciate the use of Word documents in their everyday life

1. How can you save and retrieve a document stored in your computing device?
2. What are some of the safety measures to be observed when using a computing device?

Computing devices, tablets. Desktops and laptops

• Super minds Scie. and Tech Learners Bk. Pg. 80
• Super minds Scie. and Tech TG Pg. 70 -73

3

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

1. save and retrieve a document from a computing device
2. Create a personal journal in word.
3. observe safety when using computing devices in their locality
4. appreciate the use of Word documents in their everyday life

Computing devices, tablets. Desktops and laptops

• Super minds Scie. and Tech Learners Bk. Pg.
• Super minds Scie. and Tech TG Pg. 73

4

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

1. identify the features of learning applications which imitate simple programming
2. Interact with patterns and games using available learning applications which mimic simple programming.
3. appreciate the role of available learning  applications like scratch in their everyday life

Computing devices, tablets. Desktops and laptops

• Super minds Scie. and Tech Learners Bk. Pg. 76-77
• Super minds Scie. and Tech TG Pg. 73

1

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

1. identify the features of learning applications which imitate simple programming
2. Interact with patterns and games using available learning applications which mimic simple programming.
3. appreciate the role of available learning  applications like scratch in their everyday life

In groups learners are guided to interact with patterns and games using computing devices

using computing devices, learners practice the basics of arranging preprogrammed blocks together to create a logical action.

Computing devices, tablets. Desktops and laptops

• Super minds Scie. and Tech Learners Bk. Pg. 81-84
• Super minds Scie. and Tech TG Pg. 76-77

2

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

1. identify the features of learning applications which imitate simple programming
2. Interact with patterns and games using available learning applications which mimic simple programming.
3. appreciate the role of available learning  applications like scratch in their everyday life

Learners are guided to interact with an application which simulates simple programming such as ‘scratch’ in order to identify features of its interface

ng computing devices, learners practice the basics of arranging preprogrammed blocks together to create a logical action.

ups, learners use online video tutorials to find out how to create simple games and discover how to create their own graphics.

Computing devices, tablets. Desktops and laptops

• Super minds Scie. and Tech Learners Bk. Pg. 81-84
• Super minds Scie. and Tech TG Pg. 78

3

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

1. identify the features of learning applications which imitate simple programming
2. Interact with patterns and games using available learning applications which mimic simple programming.
3. appreciate the role of available learning  applications like scratch in their everyday life

Learners are guided to interact with an application which simulates simple programming such as ‘scratch’ in order to identify features of its interface

ng computing devices, learners practice the basics of arranging preprogrammed blocks together to create a logical action.

ups, learners use online video tutorials to find out how to create simple games and discover how to create their own graphics.

Computing devices, tablets. Desktops and laptops

• Super minds Scie. and Tech Learners Bk. Pg. 81-84
• Super minds Scie. and Tech TG Pg. 78

4

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

1. identify the features of learning applications which imitate simple programming
2. Interact with patterns and games using available learning applications which mimic simple programming.
3. appreciate the role of available learning  applications like scratch in their everyday life

Learners are guided to interact with an application which simulates simple programming such as ‘scratch’ in order to identify features of its interface

ng computing devices, learners practice the basics of arranging preprogrammed blocks together to create a logical action.

ups, learners use online video tutorials to find out how to create simple games and discover how to create their own graphics.

Computing devices, tablets. Desktops and laptops

• Super minds Scie. and Tech Learners Bk. Pg. 85-100
• Super minds Scie. and Tech TG Pg. 78

Wk

Ls n

Strand/ Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Ref l

1

1

BATTIN G GAMES –SOFTBALL

Stance and C-grip

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

1. practice the stance and grip for hitting
2. use drill to practice the stance and the C-grip for skill masterly
3. play games and use the stance and C-grip for fun and observe safety

What are the other ways of gripping the ball in softball?

The learner is guided individually or in groups to use digital devices and other sources of information to:

• Observe the stance and the C-Grip practice the stance and get the teachers feedback
• Demonstrate the C-Grip and get the teachers feedback
• Practice the stance and C- Grip and give each other feedback

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

2

Stance and C-grip

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

1. practice the stance and grip for hitting
2. use drill to practice the stance and the C-grip for skill masterly
3. play games and use the stance and C-grip for fun and observe safety

What are the other ways of gripping the ball in softball?

• Use drill to practice the stance and the C-grip
• use provided checklist to give each other feedback when practicing the stance and the C- grip
• play games and use the stance and C-grip and observe safety

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

3

The Swing technique

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

1. practice the swing technique in softball for hitting
2. use drills to practice the swing technique for accurate hitting
3. practice softball skills at won free time for skill masterly

Why is it important to observe safety while swinging in softball?

The learner is guided individually or in groups to:

• Interact with technology to watch a video clip and observe the swing technique.
• Demonstrate the swing technique and get feedback from the teacher
• Practice the swing technique and give each other feedback
• Use provided checklist to give each other feedback when practicing the swing technique play games and observe safety

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

4

Stance and ball grip

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

1. practice the stance and ball grip for throwing
2. use drill to practice the stance and ball grip for skill masterly
3. play softball games and use the stance and ball grip and observe safety
4. plays softball for fun and joy

• The learner is guided individually or in groups to:
• Use the digital media and other sources of information to find out the correct stance and grip when throwing in softball
• Demonstrate the correct stance and ball grip when throwing and get feedback from the teacher

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

5

Stance and ball grip

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

1. practice the stance and ball grip for throwing
2. use drill to practice the stance and ball grip for skill masterly
3. play softball games and use the stance and ball grip and observe safety
4. plays softball for fun and joy

• Practice the correct stance and ball grip and throw at a target ten feet away.
• Practices the correct ball grip and throw from a kneeling position while holding the throwing elbow in place and snapping the wrist when throwing. Keep increasing the distance. Move to standing position and keep
• Increasing the distance at a comfortable pace for throwing.

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

1

Catching

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

1. practice the Ready body position for the catching technique
2. play games that use the catching skill in softball and observe safety
3. appreciate catching as a necessary skill in softball

The learner is guided individually or in groups to:

• Interact with technology to observe the ready position when catching
• practice catching aground and aerial balls demonstrate the ready body
• position when catching and get feedback from the teacher
• demonstrate catching the ground and aerial balls and get feedback from the teacher

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

2

Catching

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

1. practice the Ready body position for the catching technique
2. play games that use the catching skill in softball and observe safety
3. appreciate catching as a necessary skill in softball

• Use the drills to practice the ground and aerial balls and give each other feedback
• use provided checklist to give each other feedback when practicing the ready body position, catching the ground and aerial balls
• play games that use the catching skill for fun and observe safety

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

3

Catching

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

1. practice the Ready body position for the catching technique
2. play games that use the catching skill in softball and observe safety
3. appreciate catching as a necessary skill in softball

Use the drills to practice the ground and aerial balls and give each other feedback

use provided checklist to give each other feedback when practicing the ready body position, catching the ground and aerial balls

play games that use the catching skill for fun and observe safety

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

4

Catching

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

1. practice base running and sliding in softball for skill acquisition
2. discuss the importance of sliding in softball
3. play modified softball games for enjoyment and observe safety
4. appreciate base running and sliding in softball for as a vital skill

The learner is guided individually or in groups to:

• Interact with technology to observe base running and sliding in softball
• demonstrate base running and sliding and get teachers feedback
• practice the base running and sliding give each other feedback
• play modified softball games and observe safety

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

5

Base running and sliding

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

1. practice base running and sliding in softball for skill acquisition
2. discuss the importance of sliding in softball
3. play modified softball games for enjoyment and observe safety
4. appreciate base running and sliding in softball for as a vital skill

The learner is guided individually or in groups to:

• Interact with technology to observe base running and sliding in softball
• demonstrate base running and sliding and get teachers feedback 
• practice the base running and sliding give each other feedback
• play modified softball games and observe safety

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

1

BATTING GAMES –ROUNDERS:

Fielding, Throwing, Catching and Stamping

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

1. practice throwing, catching and stamping in a rounder’s game
2. use drills to practice throwing, catching and stamping for skill masterly
3. play games for enjoyment and observe rules for a harmonious game

The learner is guided individually or in groups to:

• interact with technology to watch a rounders game and observe throwing, catching and stamping
• practice throwing, catching and stamping and get feedback from the teacher
• use drills to practice throwing, catching and stamping and give each other feedback
• play games and observe rules

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

2

BATTING GAMES –ROUNDERS:

Fielding, Throwing, Catching and Stamping

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

1. practice throwing, catching and stamping in a rounder’s game
2. use drills to practice throwing, catching and stamping for skill masterly
3. play games for enjoyment and observe rules for a harmonious game

The learner is guided individually or in groups to:

• interact with technology to watch a rounders game and observe throwing, catching and stamping
• practice throwing, catching and stamping and get feedback from the teacher
• use drills to practice throwing, catching and stamping and give each other feedback
• play games and observe rules

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resource

1. Observation checklists
2. Portfolio
3. Progress reports

3

BATTING GAMES –ROUNDERS:

Fielding, Throwing, Catching and Stamping

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

1. practice throwing, catching and stamping in a rounder’s game
2. use drills to practice throwing, catching and stamping for skill masterly
3. play games for enjoyment and observe rules for a harmonious game

The learner is guided individually or in groups to:

• interact with technology to watch a rounders game and observe throwing, catching and stamping
• practice throwing, catching and stamping and get feedback from the teacher
• use drills to practice throwing, catching and stamping and give each other feedback
• play games and observe rules

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

4

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

1. practice throwing, catching and stamping in a rounder’s game
2. use drills to practice throwing, catching and stamping for skill masterly
3. play games for enjoyment and observe rules for a harmonious game

The learner is guided individually and in groups to:

• watch a game of rounders and observe the technical and tactical approaches in softball
• Find out the rules of Rounders
• Play a game of rounders and apply the rules and technical and tactical observed

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. explain the terms technical and tactical approaches to enhance learning
2. apply technical and tactical approaches when playing the rounders game
3. play rounders game apply the rules of the game

The learner is guided individually and in groups to:

• watch a game of rounders and observe the technical and tactical approaches in softball
• Find out the rules of Rounders
• Play a game of rounders and apply the rules and technical and tactical observed

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. explain the terms technical and tactical approaches to enhance learning
2. apply technical and tactical approaches when playing the rounders game
3. play rounders game apply the rules of the game

The learner is guided individually and in groups to:

• watch a game of rounders and observe the technical and tactical approaches in softball
• Find out the rules of Rounders
• Play a game of rounders and apply the rules and technical and tactical observed

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. explain the terms technical and tactical approaches to enhance learning
2. apply technical and tactical approaches when playing the rounders game
3. play rounders game apply the rules of the game

The learner is guided individually and in groups to:

• watch a game of rounders and observe the technical and tactical approaches in softball
• Find out the rules of Rounders
• Play a game of rounders and apply the rules and technical and tactical observed

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

BALL GAMES: VOLLEYBALL:

facility, equipment and positioning

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

1. draw the volleyball field of play for field orientation
2. position the volleyball players at the start of game
3. play games for enjoyment and observe safety

1. What is recreational volleyball?
2. How many types of volleyball game are there?

The learner is guided individually or in groups to:

• interact with technology to view the volleyball field of play and positioning of players at the start of game
• use provided sketches or internet to draw the volleyball field of play
• interact with technology to identify the equipment used in volleyball game
• play games for enjoyment while observing safety

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

BALL GAMES: VOLLEYBALL:

facility, equipment and positioning

1. draw the volleyball field of play for field orientation
2. position the volleyball players at the start of game
3. play games for enjoyment and observe safety

1. What is recreational volleyball?
2. How many types of volleyball game are there?

The learner is guided individually or in groups to:

• interact with technology to view the volleyball field of play and positioning of players at the start of game
• use provided sketches or internet to draw the volleyball field of play
• interact with technology to identify the equipment used in volleyball game
• play games for enjoyment while observing safety

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. identify and gather locally available materials for improvising the volleyball equipment
2. creatively improvise age appropriate volleyball equipment
3. dispose waste appropriately after improvisation for environmental care
4. observe safety when improvising the volleyball equipment to avoid injuries

The learner is guided individually or in groups to:

• interact with technology to view the volleyball field of play and positioning of players at the start of game
• use provided sketches or internet to draw the volleyball field of play
• interact with technology to identify the equipment used in volleyball game
• play games for enjoyment while observing safety

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. identify and gather locally available materials for improvising the volleyball equipment
2. creatively improvise age appropriate volleyball equipment
3. dispose waste appropriately after improvisation for environmental care
4. observe safety when improvising the volleyball equipment to avoid injuries

The learner is guided individually or in groups to:

• interact with technology to view the volleyball field of play and positioning of players at the start of game
• use provided sketches or internet to draw the volleyball field of play
• interact with technology to identify the equipment used in volleyball game
• play games for enjoyment while observing safety

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. identify and gather locally available materials for improvising the volleyball equipment
2. creatively improvise age appropriate volleyball equipment
3. dispose waste appropriately after improvisation for environmental care
4. observe safety when improvising the volleyball equipment to avoid injuries

The learner is guided individually or in groups to:

• interact with technology to view the volleyball field of play and positioning of players at the start of game
• use provided sketches or internet to draw the volleyball field of play
• interact with technology to identify the equipment used in volleyball game
• play games for enjoyment while observing safety

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

1. draw the volleyball field of play for field orientation
2. position the volleyball players at the start of game
3. play games for enjoyment and observe safety

• Use drills to practice the stance, toss and under arm serve
• Provided checklist to give each other feedback when practicing the stance, toes and under warm serve play games using  safety

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

1. draw the volleyball field of play for field orientation
2. position the volleyball players at the start of game
3. play games for enjoyment and observe safety

Use drills to practice the stance, toss and under arm serve

Provided checklist to give each other feedback when practicing the stance, toes and under warm serve play games using  safety

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. practice the stance and the dig for skill acquisition
2. use drills to practice the stance and the dig for skill masterly
3. play games for and enjoyment observe safety
4. appreciate the Two hands dig pass in volleyball as a skill

The learner is guided individually or in groups to:

• Use technology to watch a video on the dig pass and observe the stance
• and the hand formation
• demonstrate the stance and dig pass and get feedback from the teacher
• practice the stance and the dig pass and give each other feedback

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. practice the stance and the dig for skill acquisition
2. use drills to practice the stance and the dig for skill masterly
3. play games for and enjoyment observe safety
4. appreciate the Two hands dig pass in volleyball as a skill

The learner is guided individually or in groups to:

• Use technology to watch a video on the dig pass and observe the stance
• and the hand formation
• demonstrate the stance and dig pass and get feedback from the teacher
• practice the stance and the dig pass and give each other feedback

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. practice the stance and the dig for skill acquisition
2. use drills to practice the stance and the dig for skill masterly
3. play games for and enjoyment observe safety
4. appreciate the Two hands dig pass in volleyball as a skill

The learner is guided individually or in groups to:

• interact with technology to view the volleyball field of play and positioning of players at the start of game
• use provided sketches or internet to draw the volleyball field of play
• interact with technology to identify the equipment used in volleyball game
• play games for enjoyment while observing safety

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. practice the stance and the dig for skill acquisition
2. use drills to practice the stance and the dig for skill masterly
3. play games for and enjoyment observe safety
4. appreciate the Two hands dig pass in volleyball as a skill

The learner is guided individually or in groups to:

• interact with technology to view the volleyball field of play and positioning of players at the start of game
• use provided sketches or internet to draw the volleyball field of play
• interact with technology to identify the equipment used in volleyball game
• play games for enjoyment while observing safety

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

KABADDI GAME:

Facility and position of players

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

1. familiarize with the Kabaddi field of play for field orientation
2. position the kabaddi players in the field before start of game to enhance learning
3. Play game for fun and enjoyment
4. appreciate the kabaddi field as an essential facility for playing the games

1. which other game resembles kabaddi

2. How many players play kabaddi game

The learner is guided individually or in groups to:

• Interact with technology to observe the kabaddi field of play
• Position the players on the field before start of game enjoyment

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. define the term entry as used in kabaddi game to enhance learning
2. demonstrate entry techniques for skill acquisition
3. use drills to practice entry when playing kabaddi
4. appreciate entry as essential in playing the kabaddi game

1.which other game resembles kabaddi

2.How many players play kabaddi game

The learner is guided individually or in groups to: in kabaddi

• with technology to observe the entry technique in kabaddi game
• demonstrate entry techniques in the game
• l to practice entry in kabaddi game kabaddi game

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. define the term footwork as used in kabaddi to enhance learning
2. demonstrate footwork for skill acquisition
3. observe rules for successful footwork in kabaddi gam
4. appreciate footwork as essential in playing kabaddi game

1.    Which ballgames apply footwork?

2.    What factors contribute to proper footwork?

The learner is guided individually or in groups to:

• Interact with technology to find out the term footwork in Kabaddi game
• Interact with technology to find out the application of footwork in Kabaddi game
• Kabaddi game
• Learners  in groups, practice footwork drills in Kabaddi game
• Observe rules for successful footwork in kabaddi game

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. define the term footwork as used in kabaddi to enhance learning
2. demonstrate footwork for skill acquisition
3. observe rules for successful footwork in kabaddi gam
4. appreciate footwork as essential in playing kabaddi game

1.    Which ballgames apply footwork?

2.    What factors contribute to proper footwork?

The learner is guided individually or in groups to:

• Interact with technology to find out the term footwork in Kabaddi game
• Interact with technology to find out the application of footwork in Kabaddi game
• Kabaddi game
• Learners  in groups, practice footwork drills in Kabaddi game
• Observe rules for successful footwork in kabaddi game

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. define the term footwork as used in kabaddi to enhance learning
2. demonstrate footwork for skill acquisition
3. observe rules for successful footwork in kabaddi gam
4. appreciate footwork as essential in playing kabaddi game

The learner is guided individually or in groups to:

• interact with technology to view the volleyball field of play and positioning of players at the start of game
• use provided sketches or internet to draw the volleyball field of play
• interact with technology to identify the equipment used in volleyball game
• play games for enjoyment while observing safety

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. define the term footwork as used in kabaddi to enhance learning
2. demonstrate footwork for skill acquisition
3. observe rules for successful footwork in kabaddi gam
4. appreciate footwork as essential in playing kabaddi game

The learner is guided individually or in groups to:

• interact with technology to view the volleyball field of play and positioning of players at the start of game
• use provided sketches or internet to draw the volleyball field of play
• interact with technology to identify the equipment used in volleyball game
• play games for enjoyment while observing safety

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. define the term footwork as used in kabaddi to enhance learning
2. demonstrate footwork for skill acquisition
3. observe rules for successful footwork in kabaddi gam
4. appreciate footwork as essential in playing kabaddi game

The learner is guided individually or in groups to:

• interact with technology to view the volleyball field of play and positioning of players at the start of game
• use provided sketches or internet to draw the volleyball field of play
• interact with technology to identify the equipment used in volleyball game
• play games for enjoyment while observing safety

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. practice the ‘Cant’ in Kabaddi for skill acquisition
2. use drills to practice the ‘Cant’ for skill masterly
3. play small kabaddi games for enjoyment

The learner is guided individually or in groups to:

• rate the Cant and get feedback from the teacher
• the ‘Cant’ and give each other feedback
• ‘Cant’ for enjoyment

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. define the terms raider in kabaddi to enhance learning
2. outline the role of the raider in Kabaddi
3. practice raiding in Kabaddi game
4. play Kabaddi game for enjoyment and observe safety
5. appreciate Kabaddi game for leisure and healthy living

The learner is guided individually or in groups to:

• interact with technology to view the volleyball field of play and positioning of players at the start of game
• use provided sketches or internet to draw the volleyball field of play
• interact with technology to identify the equipment used in volleyball game
• play games for enjoyment while observing safety

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

TAG RUGBY:

Facility and Equipment

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

1. familiarize with the tag rugby field for field orientation
2. Identify the different equipment used in tag rugby.
3. select and gather suitable materials for making tags
4. creatively make tags for use in playing tag rugby

Which locally available materials can be used to make tags for use when playing tag games?

Which other game has the same name as Tag rugby?

The learner is guided individually or in groups to:

• Interact with technology to familiarize with the tag rugby field
• interact with technology to observe the tags used in tag rugby game
• gather suitable materials and make tags
• interact with technology to observe the equipment used in tag rugby.

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

TAG RUGBY:

Facility and Equipment

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

1. familiarize with the tag rugby field for field orientation
2. Identify the different equipment used in tag rugby.
3. select and gather suitable materials for making tags
4. creatively make tags for use in playing tag rugby

Which locally available materials can be used to make tags for use when playing tag games?

Which other game has the same name as Tag rugby?

The learner is guided individually or in groups to:

• Interact with technology to familiarize with the tag rugby field
• interact with technology to observe the tags used in tag rugby game
• gather suitable materials and make tags
• interact with technology to observe the equipment used in tag rugby.

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

TAG RUGBY:

Facility and Equipment

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

1. familiarize with the tag rugby field for field orientation
2. Identify the different equipment used in tag rugby.
3. select and gather suitable materials for making tags
4. creatively make tags for use in playing tag rugby

Which locally available materials can be used to make tags for use when playing tag games?

Which other game has the same name as Tag rugby?

The learner is guided individually or in groups to:

• Interact with technology to familiarize with the tag rugby field
• interact with technology to observe the tags used in tag rugby game
• gather suitable materials and make tags
• interact with technology to observe the equipment used in tag rugby.

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. practice the lateral pass and ball carriage for skill acquisition
2. use drills to practice the lateral pass and ball carriage for accuracy
3. play games for enjoyment and observe safety in using the lateral pass and ball carriage
4. appreciate the lateral pass and ball carriage as skills in tag rugby

1.    Why is it important to use the lateral pass in Tag rugby?

2.   How should the ball be carried in tag rugby?

The learner is guided individually or in groups to:

• interact digital devices to watch the ball carriage and lateral pass in tag rugby
• use drills to practice the ball carriage and lateral pass
• observe safety when using practicing the ball carriage and lateral pass and observe safety

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. practice running technique in tag rugby for skill acquisition
2. use drills to practice the run to avoid being tagged
3. Discuss essential team work tactics that make tag rugby interesting.
4. play tag rugby and observe the rules

1.    Why is running important in Tag rugby?

2.    Why is it important to learn the correct passing technique in Tag rugby?

3.   How can teamwork help a team to be successful?

The learner is guided individually or in groups to:

• practice running technique in tag rugby and get feedback from the teacher
• to practice the run and give each other feedback
• Essential team work tactics in tag rugby the rules

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. practice the lateral pass and ball carriage for skill acquisition
2. use drills to practice the lateral pass and ball carriage for accuracy
3. play games for enjoyment and observe safety in using the lateral pass and ball carriage
4. appreciate the lateral pass and ball carriage as skills in tag rugby

The learner is guided individually or in groups to:

• interact with technology to watch a tag rugby game and observe the tagging technique and offside rule
• Demonstrate tagging technique and get feedback from the teacher
• Use drills to practice tagging and give each other feedback
• play games and observe safety to avoid injuries

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. practice the lateral pass and ball carriage for skill acquisition
2. use drills to practice the lateral pass and ball carriage for accuracy
3. play games for enjoyment and observe safety in using the lateral pass and ball carriage
4. appreciate the lateral pass and ball carriage as skills in tag rugby

The learner is guided individually or in groups to:

• interact with technology to watch a tag rugby game and observe the tagging technique and offside rule
• Demonstrate tagging technique and get feedback from the teacher
• Use drills to practice tagging and give each other feedback
• play games and observe safety to avoid injuries

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

Scoring

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

1. practice the lateral pass and ball carriage for skill acquisition
2. use drills to practice the lateral pass and ball carriage for accuracy
3. play games for enjoyment and observe safety in using the lateral pass and ball carriage
4. appreciate the lateral pass and ball carriage as skills in tag rugby

The learner is guided individually or in groups to:

• Discuss the scoring system in tag ruby
• Practice scoring in tag grubby and get feedback from the teacher
• Use drills to practice scoring in tag rugby
• observe safety when scoring in tag rugby

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

Swimming Strokes: Breaststroke

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

1. practice streamlining the body for skill acquisition
2. play water games for fun and enjoyment
3. appreciate the breaststroke for leisure and fitness

1.    Which animal uses the breaststroke to move in water?

2.    Why is it important to streamline the body in water?

The learner is guided individually or in groups to:

• interact with technology to watch a video clip on the breaststroke
• Hold the floater between the legs and practice arm action across the width of the pool and get teachers feedback
• Play water games for fun and enjoyment

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. practice streamlining the body for skill acquisition
2. play water games for fun and enjoyment
3. appreciate the breaststroke for leisure and fitness

1.    Which animal uses the breaststroke to move in water?

2.    Why is it important to streamline the body in water?

The learner is guided individually or in groups to:

• Interact with technology to watch a video clip on the breaststroke
• Hold the floater between the legs and practice arm action across the width of the pool and get teachers feedback
• Play water games for fun and enjoyment

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. practice streamlining the body for skill acquisition
2. play water games for fun and enjoyment
3. appreciate the breaststroke for leisure and fitness

1.    Which animal uses the breaststroke to move in water?

2.    Why is it important to streamline the body in water?

The learner is guided individually or in groups to:

• Interact with technology to watch a video clip on the breaststroke
• Hold the floater between the legs and practice arm action across the width of the pool and get teachers feedback
• Play water games for fun and enjoyment

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. practice streamlining the body for skill acquisition
2. play water games for fun and enjoyment
3. appreciate the breaststroke for leisure and fitness

1.    Which animal uses the breaststroke to move in water?

2.    Why is it important to streamline the body in water?

The learner is guided individually or in groups to:

• Interact with technology to watch a video clip on the breaststroke
• Hold the floater between the legs and practice arm action across the width of the pool and get teachers feedback
• Play water games for fun and enjoyment

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. practice streamlining the body for skill acquisition
2. play water games for fun and enjoyment
3. appreciate the breaststroke for leisure and fitness

1.    Which animal uses the breaststroke to move in water?

2.    Why is it important to streamline the body in water?

The learner is guided individually or in groups to:

• Interact with technology to watch a video clip on the breaststroke
• Hold the floater between the legs and practice arm action across the width of the pool and get teachers feedback
• Play water games for fun and enjoyment

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. practice streamlining the body for skill acquisition
2. play water games for fun and enjoyment
3. appreciate the breaststroke for leisure and fitness

1.    Which animal uses the breaststroke to move in water?

2.    Why is it important to streamline the body in water?

The learner is guided individually or in groups to:

• Interact with technology to watch a video clip on the breaststroke
• Hold the floater between the legs and practice arm action across the width of the pool and get teachers feedback
• Play water games for fun and enjoyment

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. demonstrate timing for proper execution of the stroke
2. play water games for enjoyment
3. appreciate the back stroke for leisure and fitness

1. Which animal uses the breaststroke to move in water?

2. Why is it important to streamline the body in water?

The learner is guided individually or in groups to:

• Use digital devices to watch a video clip on the back stroke and observe the body streamlining in water
• Practice e the back-stroke body and get feedback from the teacher
• Play water games for enjoyment

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. demonstrate timing for proper execution of the stroke
2. play water games for enjoyment
3. appreciate the back stroke for leisure and fitness

1. Which animal uses the breaststroke to move in water?

2. Why is it important to streamline the body in water?

The learner is guided individually or in groups to:

• Use digital devices to watch a video clip on the back stroke and observe the body streamlining in water
• Practice e the back-stroke body and get feedback from the teacher
• Play water games for enjoyment

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. demonstrate timing for proper execution of the stroke
2. play water games for enjoyment
3. appreciate the back stroke for leisure and fitness

1. Which animal uses the breaststroke to move in water?

2. Why is it important to streamline the body in water?

The learner is guided individually or in groups to:

• Use digital devices to watch a video clip on the back stroke and observe the body streamlining in water
• Practice e the back-stroke body and get feedback from the teacher
• Play water games for enjoyment

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

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

1. demonstrate timing for proper execution of the stroke
2. play water games for enjoyment
3. appreciate the back stroke for leisure and fitness

1. Which animal uses the breaststroke to move in water?

2. Why is it important to streamline the body in water?

The learner is guided individually or in groups to:

• Use digital devices to watch a video clip on the back stroke and observe the body streamlining in water
• Practice e the back-stroke body and get feedback from the teacher
• Play water games for enjoyment

• Field markers
• Open field
• Sports attire
• Lime
• Videos
• Resource person
• Required resources

1. Observation checklists
2. Portfolio
3. Progress reports

Wk

Lsn

Strand/ Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Ref l

1

OPENING/PREPARATIONS

2

1

PERFOR MING

Kenyan folk songs

: singing a folk song

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

1. Apply the right instrument in performing a given folk song
2. perform folk songs drawn from diverse communities in a group
3. appreciate performing folk songs drawn from diverse communities in Kenya

1.    Why is it important to learn folk songs from different communities in Kenya?

2.    What makes a folk song?

• In groups learners perform folk songs from diverse communities with coordinated body movements observing safety and etiquette.
• Learners share and take turns to practice the use of appropriate instruments to accompany a folk song.
• Learners are guided to collect pictures and recordings of Kenyan folk songs for classroom use

• Audio/visual recordings of folk songs
• Recording devices
• Musical instruments to accompany the folk songs
• Resource persons

Observation checklists

1. Project:
2. Portfolio
3. Progress reports

3

1

Kenyan Indigenous Instruments -Wind Instruments

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

1. name different wind instruments used by various indigenous communities in Kenya
2. identify parts of a wind instrument and their role
3. Appreciate the role of a wind instrument in music making.

1. What are wind instruments?
2. How do wind instruments produce sound?
3. Which materials can be used in making wind instruments?
4. How can one care and maintain a wind instrument?

Learners view

• Real/pictures/videos of Kenyan indigenous wind instruments and name them.
• Learners are guided to identify parts of a wind instrument and discuss how they are manipulated to produce sound.

• Resource persons
• Wind instrument
• Locally available materials for making wind instruments
• Audio visual recordings of wind instruments

Observation checklists

1. Project:
2. Portfolio
3. Progress reports

4

1

Kenyan Indigenous Musical Instruments -
Wind Instruments

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

1. name different wind instruments used by various indigenous communities in Kenya
2. identify parts of a wind instrument and their role
3. Appreciate the role of a wind instrument in music making.

1. What are wind instruments?
2. How do wind instruments produce sound?

• In groups learners are guided on how to care and maintain a wind instrument.
• Learners observe hygiene measures as they share and take

• Resource persons
• Wind instrument
• Locally available materials for making wind instruments
• Audio visual recordings of wind instruments

Observation check list

1. Portfolio
2. Aural Tests
3. Progress reports

5

1

Kenyan Indigenous Musical Instruments - Wind Instruments

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

1. name different wind instruments used by various indigenous communities in Kenya
2. identify parts of a wind instrument and their role
3. Appreciate the role of a wind instrument in music making.

1. What are wind instruments?
2. How do wind instruments produce sound?
3. Which materials can be used in making wind instruments?
4. How can one care and maintain a wind instrument?

• In groups learners are guided    on how to care and maintain a wind instrument.
• Learners observe hygiene measures as they share and take turns to practice how to produce sound in a wind instrument.

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

Observation check list

1. Portfolio
2. Aural Tests
3. Progress reports

6

1

Making a wind Instrument

1. name different wind instruments used by various indigenous communities in Kenya
2. identify parts of a wind instrument and their role
3. Appreciate the role of a wind instrument in music making.

1. What are wind instruments?
2. How do wind instruments produce sound?
3. Which materials can be used in making wind instruments?
4. How can one care and maintain a wind instrument?

In groups learners

• brainstorm on materials to be collected for making a wind instrument and the precautions to take while collecting the materials.
• In groups learners discuss the procedure of making a wind instrument.
• Individually or in groups, learners make a wind instrument using locally available materials while observing safety.

Resource persons

• Wind instrument
• Locally available materials for making wind instruments
• Audio visual recordings of wind instruments

Observation check list

1. Portfolio
2. Aural Tests
3. Progress reports

7

1

Western Musical Instruments - Descant Recorder

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

1. play notes B A G C D on the descant recorder
2. play a melody built on the notes B A G C D on the descant recorder
3. Appreciate playing melodies using the descant recorder.

1. How are different pitches produced on a descant recorder?
2. How is a good tone produced while playing the descant recorder?

Resource persons

• Descant recorder
• Recorder books
• Audio visual
• recordings of recorder

Resource persons

• Descant recorder
• Recorder books
• Audio visual recordings of recorder

Observation check list

1. Portfolio
2. Aural Tests
3. Progress reports

8

1

Western Musical Instruments- Descant Recorder

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

1. play notes B A G C D on the descant recorder
2. play a melody built on the notes B A G C D on the descant recorder
3. Appreciate playing melodies using the descant recorder.

1. How are different pitches produced on a descant recorder?
2. How is a good tone produced while playing the descant recorder?

Resource persons

• Descant recorder
• Recorder books
• Audio visual
• recordings of recorder

Resource persons

• Descant recorder
• Recorder books
• Audio visual recordings of recorder

Observation check list

1. Portfolio
2. Aural Tests
3. Progress reports

9

1

Western Musical Instruments - Descant Recorder

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

1. play notes B A G C D on the descant recorder
2. play a melody built on the notes B A G C D on the descant recorder
3. Appreciate playing melodies using the descant recorder.

1. How are different pitches produced on a descant recorder?
2. How is a good tone produced while playing the descant recorder?

Resource persons

• Descant recorder
• Recorder books
• Audio visual
• recordings of recorder

Resource persons

• Descant recorder
• Recorder books
• Audio visual recordings of recorder

Observation check list

1. Portfolio
2. Aural Tests
3. Progress reports

10

1

Kenyan Folk Dances : Roles of participants in a folk song

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

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

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

• Learners watch a live/recorded performance of a folk dance and identify; costumes, instruments, body adornments and ornaments.
• Learners brainstorm on the roles of costumes, ornaments and body adornment in a folk dance.
• learners discuss the roles of different participants in a dance (soloist, Chorus/response group, instrumentalist and dancers).
• Learners use digital devices to download and watch various Kenyan folk dances

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

1. Observation checklist
2. Portfolio

11

1

Kenyan Folk Dances : Roles of ornaments/costumes in a folk dance

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

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

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

• Learners watch live/recorded performance of a folk dance and identify; costumes, instruments, body adornments and ornaments.
• Learners brainstorm on the roles of costumes, ornaments and body adornment in a folk dance.
• In groups learners discuss the roles of different participants in a dance (soloist, chorus/response group, instrumentalist and dancers).
• Learners use digital devices to download and watch various Kenyan folk dances..

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

1. Observation checklist
2. Portfolio

Wk

Lsn

Strand/ Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Ref l

1

1

Hadith

Hadith on responsible living

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

1. Outline five issues that mankind should account for according to the Hadith.
2. Describe the lessons learnt from the Hadith for character building.
3. Appreciate the teachings of the Hadith by living responsibly.

1. How can the youth live responsibly?
2. How do Muslims earn their wealth?
3. How do Muslims spend their wealth?
4. How can knowledge be used to benefit others?

• Learners will outline the five issues that mankind must account for on the Day of Resurrection
• describe the lessons learnt from the Hadith and do class presentations responsibly

• Charts & course books, digital
• devices, resource persons

written assessment, oral assessment, observation schedule, portfolio

2

PILLARS OF IMAN

Belief in Allah Attributes of Allah: Al- Ghaffaar (The Forgiver)

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

1. outline the attributes of Allah and their corresponding meaning for spiritual nourishment
2. state the teachings of the selected attributes of Allah for application in day to day life
3. Explain the importance of the attributes of Allah for character formation.
4. Use the attributes of Allah while making dua (supplication).
5. Appreciate the unique attributes of Allah as part of Islamic faith.

1. What lessons are learnt from the attributes of Allah?
2. Why should we use the attributes of Allah while making dua (supplications)

In pairs/ groups, learners are guided to:

listen to the attributes of Allah from a digital device;

Al- Ghaffaar (The Forgiver)

Match the attributes of Allah with corresponding meaning using flash cards.

discuss the teachings and  importance of the attributes of Allah and make anecdotal notes use the attribute of Allah while making dua sing qasida on the attributes of Allah

Digital devices, charts, course books, resource persons, course books and

Mus-haf, flashcards

3

Belief in Allah Attributes of Allah: Al- Aalim

(The All Knowing)

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

1. outline the attributes of Allah and their  corresponding meaning for spiritual nourishment
2. state the teachings of the selected attributes of Allah for application in day to day life
3. Explain the importance of the attributes of Allah for character formation.
4. Use the attributes of Allah while making dua (supplication).
5. Appreciate the unique attributes of Allah as part of Islamic faith.

1.    What lessons are learnt from the attributes of Allah?

2.    Why should we use the attributes of Allah while making dua (supplications)?

In pairs/ groups, learners are guided to:

• listen to the attributes of Allah from a digital device;
• - Al-Haafidh (The Protector) the attributes of Allah with corresponding meaning using flash cards.
• importance of the attributes of Allah and make anecdotal notes of Allah while making dua
• sing qasida on the attributes of Allah

• Digital devices, charts, course books, the attributes of Allah with corresponding meaning using flash cards.
• importance of the attributes of Allah and make anecdotal notes
• use the attribute of of Allah while making dua
• sing qasida on the attributes of Allah

Portfolio, written assessment oral

assessment, observation schedule

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

1. outline the attributes of Allah and their corresponding meaning for spiritual nourishment
2. state the teachings of the selected attributes of Allah for application in day to day life
3. Explain the importance of the attributes of Allah for character formation.
4. Use the attributes of Allah while making dua (supplication).
5. Appreciate the unique attributes of Allah as part of Islamic faith.

1.    What lessons are learnt from the attributes of Allah?

2.    Why should we use the attributes of Allah while making dua (supplications)?

In pairs/ groups, learners are guided to:

• listen to the attributes of Allah from a digital device;
• - Al-Haafidh (The Protector) the attributes of Allah with corresponding meaning using flash cards.
• importance of the attributes of Allah and make anecdotal notes of Allah while making dua
• sing qasida on the attributes of Allah

• Digital devices, charts, course books, the attributes of Allah with corresponding meaning using flash cards.
• importance of the attributes of Allah and make anecdotal notes
• use the attribute of of Allah while making dua
• sing qasida on the attributes of Allah

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

1. outline the attributes of Allah and their corresponding meaning for spiritual nourishment
2. state the teachings of the selected attributes of Allah for application in day to day life
3. Explain the importance of the attributes of Allah for character formation.
4. Use the attributes of Allah while making dua (supplication).
5. Appreciate the unique attributes of Allah as part of Islamic faith.

1.    What lessons are learnt from the attributes of Allah?

2.    Why should we use the attributes of Allah while making dua (supplications)?

In pairs/ groups, learners are guided to:

• listen to the attributes of Allah from a digital device;
• - Al-Haafidh (The Protector) the attributes of Allah with corresponding meaning using flash cards.
• importance of the attributes of Allah and make anecdotal notes of Allah while making dua
• sing qasida on the attributes of Allah

• Digital devices, charts, course books,
• resource persons, course books and
• Mus-haf, flashcards

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

1. outline the attributes of Allah and their corresponding meaning for spiritual nourishment
2. state the teachings of the selected attributes of Allah for application in day to day life
3. Explain the importance of the attributes of Allah for character formation.
4. Use the attributes of Allah while making dua (supplication).
5. Appreciate the unique attributes of Allah as part of Islamic faith.

1.    What lessons are learnt from the attributes of Allah?

2.    Why should we use the attributes of Allah while making dua (supplications)?

In pairs/ groups, learners are guided to:

• listen to the attributes of Allah from a digital device;
• - Al-Haafidh (The Protector) the attributes of Allah with corresponding meaning using flash cards.
• importance of the attributes of Allah and make anecdotal notes of Allah while making dua
• sing qasida on the attributes of Allah

• Digital devices, charts, course books,
• resource persons, course books and
• Mus-haf, flashcards

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

1. outline the attributes of Allah and their corresponding meaning for spiritual nourishment
2. state the teachings of the selected attributes of Allah for application in day to day life
3. Explain the importance of the attributes of Allah for character formation.
4. Use the attributes of Allah while making dua (supplication).
5. Appreciate the unique attributes of Allah as part of Islamic faith.

1.    What lessons are learnt from the attributes of Allah?

2.    Why should we use the attributes of Allah while making dua (supplications)?

In pairs/ groups, learners are guided to:

• listen to the attributes of Allah from a digital device;
• - Al-Haafidh (The Protector) the attributes of Allah with corresponding meaning using flash cards.
• importance of the attributes of Allah and make anecdotal notes of Allah while making dua
• sing qasida on the attributes of Allah

• Digital devices, charts, course books,
• resource persons, course books and
• Mus-haf, flashcards

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

1. State the characteristics of angels to strengthen their iman.
2. Explain the significance of the belief in angels in the life of a Muslim.
3. Obey Allah’s commands by emulating angels.
4. Differentiate between angels and human beings so as to appreciate Allah’s creation.
5. Appreciate the belief in angels as a pillar of iman.

1.    What is the significance of believing in angels?

2.    What are the differences between angels and human beings?

3.   How can Muslims show obedience to Allah?

Individually/in pairs/in small groups, learners are guided to:

• on the characteristics of angels from digital devices/books/resource persons and present in class
• the significance of belief in angels and make anecdotal notes.
• fferent situations that depict obedience to Allah’s commands (obeying parents, teachers, elders, school rules)
• a verse from the Qur’an on the obedience of angels on Allah’s commands (Q66: 6)

• Digital devices, charts, course books,
• resource persons, course books and
• Mus-haf, flashcards

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

1. State the characteristics of angels to strengthen their iman.
2. Explain the significance of the belief in angels in the life of a Muslim.
3. Obey Allah’s commands by emulating angels.
4. Differentiate between angels and human beings so as to appreciate Allah’s creation.
5. Appreciate the belief in angels as a pillar of iman.

1.    What is the significance of believing in angels?

2.    What are the differences between angels and human beings?

3.   How can Muslims show obedience to Allah?

Individually/in pairs/in small groups, learners are guided to:

• on the characteristics of angels from digital devices/books/resource persons and present in class
• the significance of belief in angels and make anecdotal notes.
• fferent situations that depict obedience to Allah’s commands (obeying parents, teachers, elders, school rules)
• a verse from the Qur’an on the obedience of angels on Allah’s commands (Q66: 6)

• Digital devices, charts, course books,
• resource persons, course books and
• Mus-haf, flashcards

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

1. State the characteristics of angels to strengthen their iman.
2. Explain the significance of the belief in angels in the life of a Muslim.
3. Obey Allah’s commands by emulating angels.
4. Differentiate between angels and human beings so as to appreciate Allah’s creation.
5. Appreciate the belief in angels as a pillar of iman.

1.    What is the significance of believing in angels?

2.    What are the differences between angels and human beings?

3.   How can Muslims

Individually/in pairs/in small groups, learners are guided to:

• on the characteristics of angels from digital devices/books/resource persons and present in class
• the significance of belief in angels and make anecdotal notes.
• fferent situations that depict obedience to Allah’s commands (obeying parents, teachers, elders, school rules)
• a verse from the Qur’an on the obedience of angels on Allah’s commands (Q66: 6)

• Digital devices, charts, course books,
• resource persons, course books and
• Mus-haf, flashcards

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

1. Explain the qualities of Prophets for character formation.
2. Apply values learnt from the qualities of Prophets in their daily lives.
3. Appreciate belief in Allah’s Prophets by emulating the qualities of Prophets.

1.    What are the qualities of a good person?

2.   How can qualities of the Prophets be applied in daily life?

3.    Why are Prophets regarded as role models?

Individually/in pairs/in small groups, learners are guided to:

• the qualities of Prophets from digital devices/books/resource persons and display in class
• story of any Prophet that shows these qualities
• demonstrate values learnt from the qualities of the Prophets e.g.(honesty, obedience, patience)
• the qualities of the Prophets learnt can be applied in school situation.

• Digital devices, charts, course books,
• resource persons, course books and
• Mus-haf, flashcards

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

1. Explain the qualities of Prophets for character formation.
2. Apply values learnt from the qualities of Prophets in their daily lives.
3. Appreciate belief in Allah’s Prophets by emulating the qualities of Prophets.

1.    What are the qualities of a good person?

2.   How can qualities of the Prophets be applied in daily life?

3.    Why are Prophets regarded as role models?

Individually/in pairs/in small groups, learners are guided to:

• the qualities of Prophets from digital devices/books/resource persons and display in class
• story of any Prophet that shows these qualities
• demonstrate values learnt from the qualities of the Prophets e.g.(honesty, obedience, patience)
• the qualities of the Prophets learnt can be applied in school situation.

• Digital devices, charts, course books,
• resource persons, course books and
• Mus-haf, flashcards

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

1. Explain the qualities of Prophets for character formation.
2. Apply values learnt from the qualities of Prophets in their daily lives.
3. Appreciate belief in Allah’s Prophets by emulating the qualities of Prophets.

1.    What are the qualities of a good person?

2.   How can qualities of the Prophets be applied in daily life?

3.    Why are Prophets regarded as role models?

Individually/in pairs/in small groups, learners are guided to:

• the qualities of Prophets from digital devices/books/resource persons and display in class
• story of any Prophet that shows these qualities
• demonstrate values learnt from the qualities of the Prophets e.g.(honesty, obedience, patience)
• the qualities of the Prophets learnt can be applied in school situation.

• Digital devices, charts, course books,
• resource persons, course books and
• Mus-haf, flashcards

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

1. Identify the miracles of the selected Prophets to strengthen their iman (faith).
2. Discuss lessons learnt from the miracles of the selected Prophets for spiritual growth.
3. appreciate the miracles of the selected Prophets to build their reliance on Allah

1.    What is a miracle?

2.    Why did Prophets perform miracles?

Individually/in pairs/in small groups, learners are guided to:

• watch/listen to stories of the miracles of the selected Prophets from digital devices and make notes. - Nuh (A.S)
• deduce lessons from the miracles of the selected Prophets and present in class
• Match the name of the Prophets with miracles performed using flash cards
• display items related to the miracles of the selected Prophet

• Digital devices, charts, course books,
• resource persons, course books and
• Mus-haf, flashcards

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

1. Identify the miracles of the selected Prophets to strengthen their iman (faith).
2. Discuss lessons learnt from the miracles of the selected Prophets for spiritual growth.
3. appreciate the miracles of the selected Prophets to build their reliance on Allah

1.    What is a miracle?

2.    Why did Prophets perform miracles?

Individually/in pairs/in small groups, learners are guided to:

• watch/listen to stories of the miracles of the selected Prophets from digital devices and make notes. - Nuh (A.S)
• deduce lessons from the miracles of the selected Prophets and present in class
• Match the name of the Prophets with miracles performed using flash cards
• display items related to the miracles of the selected Prophet